IDEALS AND PROGRAMMES 



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coxti vii 






>inson Crusoe in the geography 

advantage of sand modeling over maps 

its use in history and literature 71 

VIII. Field : 

a definite aim 72 

illustrations of lessons given 72 

gathering wild flowers 

letters to the teacher 

a lesson on soil formation and rock history... 
how to win the truants 

IX. Practical kindergarten training 

illustrations of its effect 

advantages observed 

relation to the mother's care 

X. A few suggestions about discipline 

what dicipline is 

effect of body over mind 

thorough preparation by the teacher 91 

1st rule, never antagonize the children 

"2d rule, make punishment retributive 

3d rule, teach by stories not by lecturing 

4th rule, never show disapproval of a teacher.. 101 
5th rule, study your pupils 101 



AN IDEAL 

Gibson says: " Every man has two educations; one 
which he receives from others, and one, the more im- 
portant, which he gives himself." 

How then are we educated ? By everything that 
comes into our lives from the cradle to the grave. 

It is not necessary that we let the world know what 
is our dearest aim in life, but it is necessary that we 
have such an aim. There is no true education without 
this. All work, all life, before this aim is chosen, is 
haphazard and unsatisfactory. 

There is a story of three little boys who started out 
one winter day to see which could make the straight- 
est path in the new fallen snow. Each started out 
with a will; each meant to succeed. Two of them 
went aimlessly, but the third fixed his eyes on an oak 
and thus made the straightest path. So it will be 
with our lives. 

When once this life aim is chosen, what next ? 
Absolute consecration to it ! We will say that the life 
work one choses is that of a teacher, — not one who 
keeps school, but a skilled workman or professional. 
We must always aim for the highest. " Hitch your 

(9) 



10 AN IDEAL 

wagon to a star," Emerson says ; the highest may never 
be reached, but a life can not but be purer, better and 
brighter for having aspired to it. 

Absolute consecration ! This does not mean that one 
shall talk, think or read of nothing but teaching, that 
one shall teach during the day and dream of it during 
the night ; but it does mean that this wonderful, ab- 
sorbing work must never be entered as a go-between 
only to last a short period. Everything we do must 
mean something, and then, if we are called into an- 
other field of usefulness, are we not better prepared to 
enter that field, whatever it may be, for having done 
earnest work ? Yes, for earnest work is never done 
in vain. 

The next thing is now a good thorough general edu- 
cation. No teacher is safe without one. Some have 
many difficulties to overcome in gaining such an edu- 
cation. Well; what costs effort is always the more 
highly prized. Our country so abounds in public 
schools, normals, colleges, and universities, that we 
almost feel that no one has an excuse for being unedu- 
cated. It is not, however, an easy matter to tell an- 
other what he may or may not do. We can not always 
follow closely in the line of our own inclination. 

The most truly educated little lady that I ever met 
is one who was so hampered by circumstances that the 
college or university education which she so much de- 



A SOUND EDUCATION 11 

sired was not possible. Did she give up in despair ? 
No indeed ! She joined the Chautauqua Literary and 
Scientific Circle, read the four years' course, and re- 
ceived the diploma. She has since then read the Bible 
Course, the English Literature Course, the Thackeray 
Course, the Shakespeare Course, and many others. 
There is hardly a subject upon which she can not talk, 
and talk well. 

If hampered by circumstances, let us call it disci- 
pline, but never lose sight of that for which we aim. 
While working to gain means to secure an education,, 
we may pursue some studies by ourselves. There are 
many lines which may be followed alone. History, for 
instance, can always be studied with ease. Some 
branches of natural science may also be taken up alone. 

I once knew a young lady, who, being obliged to 
leave school to earn money to enable her to go on with 
her college course, made a study of the wild flowers of 
the section of country in which she lived, during her 
few leisure hours. She pressed the specimens care- 
fully, and wrote out fully the analysis of each. These 
were arranged neatly in a herbarium. This she took 
with her when she went back to school. It was ex- 
amined, and pronounced so excellent that she was 
excused from further work in the study of botany. 

We must learn also to economize. The last year's 
hat may be worn, and the latest style in gowns or coats 



12 AN" IDEAL 

be put out of mind. What will it matter after this 
satisfactory education is gained, whether the skirt had 
three breadths or eleven ? Clothes will wear out and 
soon be gone, but this knowledge will only become 
fresher and brighter by constant use. 

" Wisdom is the principal thing; therefore get wis- 
dom," says Solomon; and wisdom is education and cul- 
ture mixed with good common sense. 

Just a few words about this education which it will 
be best to get. One who intends to be a teacher can 
not neglect or drop out a single study in the course he 
chooses, even if he intends to be a special teacher. It 
is never well to pursue single branches exclusive of all 
others. Col. Parker says, " I have known teachers to 
pursue mathematics alone until their minds became 
ciphers." 

All the studies in each course were placed there for 
some wise purpose and by persons who have made the 
subject a special study. Why study music ? That we 
may become musicians and bread-winners by this 
means ? Not necessarily, but that through this study 
we may gain broader and fuller ideals. What if John 
or Mary do not develop into wonderful singers, will 
they not be more capable of enjoyment that they can 
intelligently appreciate good music ? 

I have heard parents say, " My boy is wasting his 
time trying to draw; he can not even draw a straight 



TAKE THE COMPLETE COURSE 13 

line." Well, is a straight line artistic ? Look at our 
finest pictures, how many straight lines can be found ? 
Many a great artist can not draw one. The real line 
of beauty is a compound curve ; perhaps John can draw 
that, and will succeed. At any rate he will be a 
broader and better man for having known something 
about drawing. For our own best good we should 
study both music and drawing as taught in the schools, 
to say nothing of the fact that if we expect to be 
teachers, we shall need to understand these branches, 
for they have come into the course of study, and come 
to stay. Besides this need, no one knows, until he 
has tried faithfully, whether he has talents in these 
directions or not. Sometimes talents lie wholly on the 
surface, and sometimes they lie far beneath. 

Some of the studies in the higher courses may, on 
first thought, seem useless in some walks of life, or it 
may seem that the subjects are so deep that merely a 
glimpse can be obtained in the short time allotted to 
them, — Latin and Greek seem thus to many; but even 
in this short time one may gain a glimpse of something 
that will lift him into nobler and grander realms in 
the future. 

When this practical education is gained, one of the 
mountain peaks of life has been reached. Not the 
highest, I hope, but one high enough to enable the 
traveller to look back over the toilsome journey and be 



14 AN IDEAL 

proud and happy. One who has travelled thus far 
should now take a broad, clear view of his life, both 
past and future. Dimly before him rise still higher 
and grander mountains which he may wish to climb. 
Let him turn away from these for a few minutes, and 
looking back, think of what he has gained in the jour- 
ney already taken, and see what education he has given 
himself. He has builded better than he knew. First 
he has gained steadfastness of purpose, and the spirit 
of self-sacrifice. How often he has given up pleasures, 
luxuries, or even necessities, that he might gain this 
standpoint. How many times he has fought against 
weariness, pain, or inclination to do otherwise. Thus 
he has trained the will. Discouragements have come ; 
a pessimistic friend has prophesied that he could never 
get through, and he has at times been fearful that the 
prophecy would be a true one. In his earnest work he 
has learned to get along without praise; to do his sim- 
ple duty and keep his own council; to be independent 
and courageous. Who shall say this is not the more 
important education ? 

Shall I tell you what words gave me the most help 
of any in my teaching experience ? My principal 
once said tome: "I have never yet been satisfied with 
any teaching I have ever seen; when I am I think I 
shall be willing to die. You have never done the best 
work you are capable of doing; when you do, I may 



BE ALWAYS A STUDENT 15 

be satisfied. I recommend you for your possibilities, 
not for your work." 

While a teacher is gaining knowledge, he is gaining 
the science of teaching ; while teaching, he is gaining 
the art of teaching ; for science is knowing, and art is 
doing. 

But I hear some one say: " How can a teacher pur- 
sue studies while teaching ? While I am teaching I am 
bound to make thorough preparation for my work, and 
that takes all my time." The first part of the state- 
ment is true, but I do not agree with the second. 
Thorough preparation for classes is a stumbling block 
to many teachers. There are in our schools the day 
laborer, the skilled workman, and the professional. 
Only that the day laborer may become the skilled 
workman has he a right to be in the ranks at all. Too 
often he remains the day laborer throughout life. Lack 
of ambition, a mistake in the calling, or a want of system 
are generally the causes of such failures. There is no 
need to dwell upon the first two, but I do wish to say 
a few words about the last ; — a want of system. 

A teacher generally knows in which branches most 
preparation is needed for every day class work. Why 
not make these branches the special study during the 
year ? We must first fill ourselves ; for the more we 
know of a subject, the simpler and clearer we can pre- 
sent it to the pupil. If a teacher fully understands a 



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PLAN WOEK AHEAD 17 

piece of folly to spend much time in looking over 
papers. A teacher should be full of devices for form- 
ing correct judgments regarding his pupils that will 
take the place of this laborious method. The teacher 
who spends a great deal of time in this way. is truly a 
day laborer. TVe do too much written work in our 
schools, and not enough oral. It is a very fine thing- 
to be able to talk well. 

Work should be planned ahead. A note book should 
be kept in which to jot down the difficult points in the 
lesson to-day, and these should be brought up the fol- 
lowing day. Work should be easier this year than last 
year, this month than last month, this week than last 
week, to-day than yesterday. If it is so. a teacher may- 
feel that a system in teaching has been gained, and by 
system is meant the wise use of time. 

Many teachers who understand a subject lack in 
questioning. They fail to make their meaning cl< 
and do not get the answers they expect. If this were 
my fault. I would take the lessons in which I seemed 
to have the most difficulty, and write them out in 
questions and answers. I would study to see what my 
own answer to my own question would naturally be, 
regardless of what I wished it to be. This can not fail 
to help in all questioning: to help also in gaining the 
art of clear, concise language. 

Some are longing to become teachers in the larger 



AX EDI 

In many ways the* 3 have adv. _ - 

they give the 12 1 art galleries, lectures, one is 

deprived of in small villages or in the country; but 
he larg deprived of many things 

which the country school teachers enjoy. What could 
they not do in nature study with the opportui: 
which the country affords ? Oh, for the luxury of 
studying bir - - :s in their own envi- 

ronments ! ;her brings a pitiable speck of 

the little starving hearts of the children and 
: nil them: the com:: without 

rhildren to the nest of the robin or 
the meadow lark, to the home of the pasque flower and 
the violet, to the ant hill. Last year while the children 
Lying " King S I : nion and the Ants " *. I ion _ 

ntry ant hill such as I used to 

in my own childhood days. The fact that 

the king and his followers went around it would then 

have me. the children. I doubt much 

whether the one made on the sand table did. The 
days that linger longest in the memory of the children 
are the field : which w have many. 

A teacher should not begrudge time spent in the 
country - Success in teaching must not be 

gauged by position or by salary, but by influence in up- 
lifting lives. M. teacher wh se sal :y is but two 
or three hundred a vear. is trulv more successful than 



ADVANTAGES OF THE COUNTRY 19 

•others who receive as many thousand. The country 
school gives a blessed opportunity to store the mind 
with that deeper kind of natural science not gained 
alone from books, but largely from close contact with 
nature. Those who lack in real love for nature would 
do well to read Burroughs' " Pepacton *\ " Winter 
Sunshine", or "Birds and Poet-*'. Wilson Flag 
" A Year Among the Trees '", or Bradford Tor: 
" Footpath Ways ", and be inspired. 

In all that is done throughout life, the ideal must 
stand firmly before us. ' ; Sow a thought, reap an act; 
sow an act, reap a habit ; sow a habit, reap a character; 
sow a character and reap a destiny." 

One's lot in life should never be a stumbling block 
to his advancement ; nothing can harm the person who 
is steadfast of purpose. 

That lot in life — is it in a swamp ? It should then 
be ditched, that all sloth and discouragements may 
pass off, leaving it worthy the home it might be. Is it 
barren or dry ? It should then be irrigated with noble 
thoughts and aspirations ; a grand and lasting structure 
should be reared upon that lot, the structure should be 
dedicated to some noble object, the life be given to that 
•object : and life will henceforth be worth the living. 



II 

A PEOGEAMME 

It is a very delicate matter to advise a programme of 
life. However, it has been said there is only one thing 
we are perfectly willing to share with others and that 
is our opinion, so I will give mine, and the reader 
must reserve his judgment. 

I have already spoken of the special studies in line 
with those in which the poorest school work is done.. 
I also spoke of the experience method of child study,. 
and its excellent results ; of having some good book on 
psychology, that we may compare our judgments with 
those of wiser heads. In short, the mind should be 
made up as to what the year's study shall be, early in 
September; the study should begin October first, and 
end June first. This will give time to get fully settled 
in the school work before the study is begun, and it will 
be finished before the hot weather comes. 

There is a teachers' professional course called the 
Chautauqua Teachers' Eeading Union. It is a three 
years' course and three books are studied each year. 
The books are wisely chosen by the most eminent edu- 
cational men in America. To join this union, a mem- 
bership fee of fifty cents is paid for memoranda, certifi- 

(20) 



KEEP YOUR MIND IN A SOUND BODY 21 

<cates, postage, etc. At the end of each year, on receipt 
of the memoranda filled out, the member receives a 
certificate for that year's reading, and at the conclusion 
of the three years, a diploma is given, signed by the 
president of the department and the chancellor of the 
Chautauqua Circle. I can not say that this will be 
-easy reading, but it will be invaluable knowledge; a 
thorough practical course with a definite purpose, 
which is professional advancement. 

But some one will say, "lam too weary at night for 
solid reading." Please let me prescribe for that tired 
feeling. The prescription is this; put a sound mind 
in a sound body. The teacher is weary first for change 
of scene; good wholesome outdoor exercise is needed, 
and must be had, before attempting to read, or digest 
anything worthy of reading. To ride home in a street 
car filled with bad air, or to walk two or three blocks, 
drop into a chair, or on a couch in a dejected heap, 
and nurse weariness for an hour, and then attempt to 
study, this will never do. It would be better to take a 
long vigorous walk or a bicycle ride, in which to throw 
off all school cares, or to call upon some friend and 
have a pleasant chat. " We must not let the grass 
grow on the road of friendship," says Mille Clairon. 

On returning home, take a bath and go to sleep. 
Every muscle should be relaxed, the bed should hold 
us, we should not try to hold ourselves. Nine-tenths 



22 A PROGRAMME 

of the people in the world do not know how to sleep. 
It would be well to watch the baby, and follow his ex- 
ample. He gets all there is out of his sleep, and we 
should do the same. After a refreshing sleep, and in 
a comfortable attire we are ready to enjoy a good din- 
ner, talk with our companions on the general topics of 
the day — not shop, look over the evening paper, if we 
happen to live where there is one, and by that time 
we are ready and anxious to study. One hour, or an 
hour and a half, if we feel fresh and wish to do so, is 
enough time to spend in solid study during the eve- 
ning. At any rate, it is best to stop by ten o'clock 
and retire for the night. Xo teacher, in ordinary 
health, need retire before ten. One who follows this 
plan, will take up the evening study with real pleasure. 
Of course these hours will, now and then, be broken in 
upon, for the teacher, as well as others, has social 
duties ; but social duties do not call one out every eve- 
ning, or even every alternate evening : there are no such 
social duties. Society has no right to call for too much 
of our time ; we must remember that we owe something 
to ourselves. 

It is also the duty of every teacher to take one or 
two educational papers, and to read them, not merely 
let them accumulate as is too often done. 

When shall they be read ? One who is in bed by ten 
o'clock, or shortly after, at six in the morning has had 



SLEEP AND BREAKFAST 23 

eight hours sleep. This is the regular amount re- 
quired. Plenty of time should be taken for making 
the morning toilet. Much depends on beginning the 
day well. The cold, or lukewarm bath, followed by 
a good rubbing, is absolutely indispensable to the vig- 
orous body and the vigorous mind. If half an hour is 
taken for the toilet, half an hour or more may then be 
spent with the educational journals. Some of the in- 
spiring articles may be read upon the subject of the 
nature work, geography, history, or child study. Ar- 
nold of Rugby said that he preferred to have his pupils 
drink from a running stream rather than from a stag- 
nant pool, meaning that he gave himself such daily 
preparation that all he taught was fresh to them. 
Here was the secret of his inspired teaching. 

When the breakfast call comes I am sure there will 
be an appetite for breakfast. To be hearty and vigor- 
ous, one must eat proper food. Eggs that are soggy, 
or bread that is only half baked do not come under the 
head of proper food. If one finds such the general 
rule, some other home should be sought. In such 
things we have a right to be particular. Meals should 
be eaten at regular hours ; we should eat then, and at 
no other time. Some of my friends keep the social 
box\>f bon-bons constantly before me when I visit them. 
This is an extravagant folly. Fresh fruit is well enough, 
but even this is much better eaten at meal time. Pastry 



22 A PKOGEAMME 

of the people in the world do not know how to sleep. 
It would be well to watch the baby, and follow his ex- 
ample. He gets all there is out of his sleep, and we 
should do the same. After a refreshing sleep, and in 
a comfortable attire we are ready to enjoy a good din- 
ner, talk with our companions on the general topics of 
the day — not shop, look over the evening paper, if we 
happen to live where there is one, and by that time 
we are ready and anxious to study. One hour, or an 
hour and a half, if we feel fresh and wish to do so, is 
enough time to spend in solid study during the eve- 
ning. At any rate, it is best to stop by ten o'clock 
and retire for the night. Xo teacher, in ordinary 
health, need retire before ten. One who follows this 
plan, will take up the evening study with real pleasure. 
Of course these hours will, now and then, be broken in 
upon, for the teacher, as well as others, has social 
duties ; but social duties do not call one out every eve- 
ning, or even every alternate evening : there are no such 
social duties. Society has no right to call for too much 
of our time ; we must remember that we owe something 
to ourselves. 

It is also the duty of every teacher to take one or 
two educational papers, and to read them, not merely 
let them accumulate as is too often done. 

When shall they be read ? One who is in bed by ten 
o'clock, or shortly after, at six in the morning has had 



SLEEP AND BREAKFAST 23 

eight hours sleep. This is the regular amount re- 
quired. Plenty of time should be taken for making 
the morning toilet. Much depends on beginning the 
day well. The cold, or lukewarm bath, followed by 
a good rubbing, is absolutely indispensable to the vig- 
orous body and the vigorous mind. If half an hour is 
taken for the toilet, half an hour or more may then be 
spent with the educational journals. Some of the in- 
spiring articles may be read upon the subject of the 
nature work, geography, history, or child study. Ar- 
nold of Kugby said that he preferred to have his pupils 
drink from a running stream rather than from a stag- 
nant pool, meaning that he gave himself such daily 
preparation that all he taught was fresh to them. 
Here was the secret of his inspired teaching. 

When the breakfast call comes I am sure there will 
be an appetite for breakfast. To be hearty and vigor- 
ous, one must eat proper food. Eggs that are soggy, 
or bread that is only half baked do not come under the 
head of proper food. If one finds such the general 
rule, some other home should be sought. In such 
things we have a right to be particular. Meals should 
be eaten at regular hours ; we should eat then, and at 
no other time. Some of my friends keep the social 
boxVf bon-bons constantly before me when I visit them. 
This is an extravagant folly. Fresh fruit is well enough, 
but even this is much better eaten at meal time. Pastry 



24 A PROGRAMME 

-does not contain enough nutriment to pay for the 
labor of chewing it, and could well be dispensed with. 
Some part of Saturday and Sunday should be spent 
in reading the general topics of the day. I know of 
no better publication to depend upon year after year 
for these topics than the Chautauquan. The news one 
most desires -is found there just full enough, just brief 
enough, to give a good condensed review of the situa- 
tion. The articles are well written, and perfectly re- 
liable. It is a magazine that all can afford, being but 
two dollars a year. I was first attracted to this maga- 
zine by a lady who was always well informed on every 
topic of general news. As I never saw many papers or 
magazines lying about in her house, I once asked her 
where she obtained her information. " I read only the 
Chautauquan," was the reply. If one lives in a place 
where there is a public library, it is a good plan to 
spend some evening during the week among the peri- 
odicals there. In the Eeview of Eeviews will be found 
a review of the contents of each of the best publica- 
tions. If one looks first at this to find out where the 
particular articles desired, may be found, much time 
is saved. If one lives in a small village, or in the 
country where access to a public library can not be 
had, perhaps a magazine club can be formed, in which 
each member takes some standard publication, and 
these can be passed around. It is a mistake to take 



VACATION 25 

too many. Four is all that can possibly be managed in 
a month, with the other reading one should do. 

Two or three times a year, a teacher should take 
pains to go where the latest educational books are kept, 
and spend some time among them, that he may know 
what books are best, and what to purchase whenever 
books are needed. The next best thing to knowing, 
is knowing where to find out. 

Once in two or three years, it is a good plan to in- 
vest a few dollars in Soule's photographs. These are 
photographs of the world's finest pictures, and are an 
art education in themselves. 

Vacation comes at last, and we all look forward to it 
with real pleasure. It is that delightful " leisure for 
learning ", and not a false motion should be made. 

For the first three or four weeks of the vacation, the 
weary teacher should find the quietest, cosiest nook 
possible, drink fresh milk, eat plain, wholesome food, 
relax and sleep until rested in body and mind. There 
should be boating, bathing, cycling, and a comfortable 
hammock. 

This is the time to read the dear, delightful novel 
that the busy year's work has excluded; the good novel 
of literary value, not the latest trash. Emerson's rule 
is a good one: — " Never read any book that is not a 
year old." Often the new books which are recom- 
mended one year are entirely forgotten the next year, 



26 A PROGRAMME 

and it is a waste of time and brain tissue to read them. 
But there are such novels as " David Copperfield ", 
" Bleak House ", " Ivanhoe ", " Guy Mannering ", 
" Mill on the Floss ", " Romola ", " Lorna Doone " 
and many others of real educational value. There are 
Hawthorne's works, of which the Americans are so 
justly proud; and coming closer to our own time are 
the books of Sarah Orne Jewett, Constance Fenimore 
Woolson, George Egbert Craddock, James Lane Allen, 
and many others. 

Sometimes a novel, comparatively new, possesses 
real merit, but let everyone be careful in chosing. 
" Every book that we take up without a purpose is an 
opportunity lost for taking up a book with a purpose." 
The goodjiovel brings us into closer knowledge and 
sympathy with our fellow beings, and is part of a well 
rounded culture. The best are those in which we lose 
ourselves, and live in the lives of the characters por- 
trayed. 

Some of the best biographers are excellent vacation 
reading; as " Life and Correspondence of Doctor Ar- 
nold ", " Life and Letters of Lord Macaulay ", or the 
life of George Eliot. 

While among the trees, it is a good time to read Wil- 
son Flagg's, " A Year among the Trees ", with Apgar's 
or Xewhall's " Trees of Northeastern United States " 
for reference, that the trees may be known, and their 



VACATION 27 

motions, shapes, and voices, of which Mr. Flagg speaks, 
may be noted. 

Cocoons, butterflies, moths, birds, and squirrels may 
also be studied in their own environments, on delight- 
ful morning rambles, and collections may be made. 
With Flagg's " A Year with the Birds ", one may lie 
in a hammock, and listen to the birds and often know 
them by their songs as the author has written them in 
his book. 

During the first or second week in July, the National 
Educational Association meets. All who attend these 
meetings will find them exceedingly profitable. Meet- 
ing the great lights of the educational world is alone 
an inspiration, hearing them speak is a greater one, 
and having a conversation with one is a still greater 
inspiration. To meet and to converse with cultured, 
educational people from all parts of our country, are 
real privileges. 

In connection with these meetings are the inexpen- 
sive trips to different parts of the country near the 
place of meeting, of which one may take advantage, 
thereby learning valuable lessons in geography, history, 
and geology. Perhaps a mountain may be climbed, or 
some noted cave or waterfall be visited, thus gaining 
pleasant memories for years to come. A trip on the 
great lakes, through the mountains, or up the Hudson 
is a never ceasing inspiration. These trips will be 



28 A PROGRAMME 

lived over and over again in the geography class, year 
by year, giving pleasure to both pupils and teacher. 
Nothing pleases children quite so well as real experi- 
ences in these lines. 

The summer schools usually open in August. We 
all realize their value, and we all know how unwise it 
is to try to grasp everything on the programme. Two 
or three studies, at most, are all that it is wise to un- 
dertake, as the weather is so apt to be warm and sultry. 

Perhaps a school situated in the mountains or at 
the seashore might warrant a little more work, but it 
is hardly safe to undertake more. 

While enjoying the vacation, it would be well to de- 
cide upon some line of study for the coming year, and 
make out a programme, for to accomplish anything in 
this life we must use our time wisely. 



Ill 

READING 

Much attention has been paid of late to nature 
study, primary geography, literature lessons, and num- 
ber. These are all important subjects, but the most 
important study in the primary and intermediate 
grades is, to-day and always, reading. Why ? That 
we may train up elocutionists to entertain or distract 
the public ? No. In after years elocution may be an 
aim, but never in the public schools. 

Reading is a study of primary importance in our 
schools because through it most of our after-knowledge 
comes ; through it we teach the child to become com- 
petent to help himself. The work of the public school 
teacher is to train up thought-getters, not elocution- 
ists. To train up intelligent, thoughtful silent readers 
should be our aim in teaching reading. " Reading 
maketh a full man," says Bacon, and we know that 
with this reading habit well directed, the child's edu- 
cation is, in a great measure, secure. 

To become a thought-getter involves : — 

First. — A thorough knowledge of form. 

Second. — An understanding of the meaning. 

Third. — Power to enter into the spirit of the author. 
(29) 



30 BEADING 

For the first, the drudgery of teaching reading, we 
should employ our best talent. Our wise educators 
understand the truth of this statement, but it is still 
generally thought that anyone can teach the little chil- 
dren. Think a moment ; would a wise man consider 
anyone competent to lay the foundation for his new 
block with its many stories of offices ? How then can 
any intelligent person argue that it is well to trust the 
foundation work of the children, whose characters are 
to reach into the eternal realm where God dwells, to 
clumsy, unskilled workman ? This first work is the 
formation period in so many ways that we must'have 
none but the best teachers here. 

What is involved in this form-knowledge, this 
mechanical part of teaching reading ? First we 'must 
teach accurate seeing. For this purpose it seems best 
to begin with words or sentences. The word method 
begins with nouns representing objects that have been 
placed before the children. The children are taught 
these words as wholes. The sentence method deals 
with the thought, and the sentence as a representation 
of the thought is seen as a whole. The children are 
taught to know these symbols at sight, by seeing them 
often, by comparison, and by reproducing them in 
different ways. As soon as a sufficient number of 
words or sentences are learned to make a connected 
thought, or group of connected thoughts, the children 



WORD, SENTENCE, PHOBIC METHODS 31 

are taught to read. Having learned to see the words 
and sentences as wholes, they are now able to read with 
expression. They also begin to see for what they are 
aiming, and become anxious to read, which is one of 
the first points to be gained. They must also be 
taught to get the ideas of form through the ear by 
means of phonics. There is a great deal of nonsense 
in the teaching of phonics, but when properly taught 
there is no way more helpful in teaching children to be 
independent in reading. If we drop all the nonsense 
in phonics and combine the word, sentence, and phonic 
methods, we shall have something on which to build. 
Unless a teacher has a good, systematic plan which 
she thoroughly understands, she may make poor spel- 
lers by using phonics too much. This is what Mrs. 
Pollard and Elizabeth Fundenberg wish to guard 
against. They have both given us valuable works. 
Miss Fundenberg 's simple rules for spelling any child 
may learn and apply at an early age. 

Word-building by families is also an important part 
of phonic drill and form study, but we have not yet 
come to the most important use of phonics. We will 
speak of that later. 

The hand must also help in fixing form. At first 
the child may lay sticks or lentels on a large script or 
printed word ; later he may write the word or sentence. 
The teacher should require all written words to be clear 



32 READING 

and plain ; the best work of the child. Careless work 
means careless seeing, and careless seeing means incor- 
rect knowledge of form. A noted educator of this 
country, D. L. Kiehle of the Minnesota University, 
said of vertical writing, " This kind of writing will 
never cover up poor spelling." It will never do to 
allow a child to attain this accomplishment. Careful 
written work is a powerful factor in the study of form. 
This part of the work is the mechanical side of teach- 
ing reading, but this does not comprise the whole of 
the first work. Teaching children to comprehend the 
meaning of what they read and to enter into the spirit 
of the author is often a real pleasure. To see the light 
of intelligence come into the little upturned faces, to 
be with the children when they first begin to realize 
that the board lesson or the printed page is theirs and 
that through it they may enter into a new realm, are 
pleasures not given to any but the teacher of the be- 
ginners. For instance, Johnny tells something about 
the rabbit he has brought to school. The teacher 
says, " I will show you what you have told me, and I 
will do it with this chalk. " When it is written Johnny 
reads it. Strictly speaking, this is not reading; it is 
teaching the child what reading means, making him 
anxious to read, and is a very important lesson at first. 
It is also a foundation for expression. The child who 
has a few such lessons will be less apt to read, " My — 



HOW TO GET THE MEANING 33* 

rabbit — has — soft — fur." He will have learned to 
enter into the spirit of what he reads. 

As the children grow in reading, and are able to get 
the meaning in a measure for themselves, we may ques- 
tion for the story or thought in a lesson, or have the 
children tell what they have read. Just a few hints 
about questioning. In the Stickney's third reader 
there is a story entitled, " How a Butterfly Came." 
Questions might be asked as follows: — " At what time 
of the year did this happen ? What did a lady see one 
day ? How long was it ? What color was it ? " etc.,, 
through the entire story; or a child might be called 
upon to till the story, which he would probably give 
in a few confused sentences amounting to nothing. 

A better plan would be to say to the children the 
day the lesson was assigned: " Look at this picture of 
a caterpillar, and this queer picture beneath, and then 
look at the picture of the pretty butterfly on the next 
page. Your lesson to-morrow tells us that this butter- 
fly came in some way from the caterpillar. The story 
explains this, and you may write me a letter telling 
just how it happens, and make me understand." 

In following this plan, two things are accomplished: 
— worthless matter is cast out, and the habit of accu- 
racy is brought into training. This plan should not 
be used with every lesson, as that would make the work 
monotonous, but the idea will be suggestive. Some of 



34 HEADING 

the stories found in our readers, unfortunately, have 
no point to be brought out. A teacher should not feel 
obliged to use such literature simply because it is in 
the reader, but should spend the time on something 
of value. 

It is an easy matter to get some children to enter 
into the spirit of the author. Only interest them in 
what they have to do, and get them to acquire the 
habit of attention, and it is accomplished. No teacher 
can get children to enter into the spirit of the author 
unless she herself can do it. It is often hard for the 
teacher to follow kitty after a mouse, play soldier with 
Johnny, or suffer with piggy caught in the fence, but 
it must be done or all is lost. 

The silent reading habit is of primary importance ; 
it comes first in all the efforts of the child to help him- 
self, and is most used in after life ; but oral reading- 
holds a very important place in the school and in after 
life. Silent reading means self-improvement or self- 
enjoyment and is selfish of itself, but oral reading is 
giving thought and pleasure to others, is unselfish in 
its motive, and should therefore receive proper atten- 
tion. It deals with : — 

First — Study of form. 

Second — Power to grasp the meaning. 

Third — Power to enter into the spirit of the author. 

Fourth — Clear enunciation. 



READING ALOUD 35 

Fifth — Power so to modulate the voice as to show 
shades of meaning. 

The first three have been discussed. To the study 
of form this thought might be added for oral reading ; 
the children should be taught to read ahead; they 
should be taught to grasp a whole sentence at a time, 
and present it without looking at the book, in a com- 
prehensive manner. After that they may be taught to 
read glancing up from the book as they read. The 
teacher may ask the children to read to her or to the 
class until this habit is formed. Each child may come 
before the class as he reads and feel that he is really 
entertaining them, or trying to make them see and 
feel the meaning of what he reads. 

To teach distinct enunciation and well modulated 
tones we must use phonics. This is the true function 
of the phonic drill. The children must be taught how 
to place the vocal organs, and how to use them to the 
best advantage. They should be taught to get ready 
to speak, to use the lips and the lower jaw. They 
should pronounce all difficult or new words in the les- 
son, getting well ready before they utter them. 

Shades of meaning can only come through proper 
use of phonics, through power to grasp the meaning 
and to enter into the spirit of the author. 



34 BEADING 

the stories found in our readers, unfortunately, have 
no point to be brought out. A teacher should not feel 
obliged to use such literature simply because it is in 
the reader, but should spend the time on something 
of value. 

It is an easy matter to get some children to enter 
into the spirit of the author. Only interest them in 
what they have to do, and get them to acquire the 
habit of attention, and it is accomplished. No teacher 
can get children to enter into the spirit of the author 
unless she herself can do it. It is often hard for the 
teacher to follow kitty after a mouse, play soldier with 
Johnny, or suffer with piggy caught in the fence, but 
it must be done or all is lost. 

The silent reading habit is of primary importance; 
it comes first in all the efforts of the child to help him- 
self, and is most used in after life ; but oral reading 
holds a very important place in the school and in after 
life. Silent reading means self-improvement or self- 
enjoyment and is selfish of itself, but oral reading is 
giving thought and pleasure to others, is unselfish in 
its motive, and should therefore receive proper atten- 
tion. It deals with : — 

First — Study of form. 

Second — Power to grasp the meaning. 

Third — Power to enter into the spirit of the author. 

Fourth — Clear enunciation. 



READING ALOUD 35 

Fifth — Power so to modulate the voice as to show 
shades of meaning. 

The first three have been discussed. To the study 
of form this thought might be added for oral reading ; 
the children should be taught to read ahead; they 
should be taught to grasp a whole sentence at a time, 
and present it without looking at the book, in a com- 
prehensive manner. After that they may be taught to 
read glancing up from the book as they read. The 
teacher may ask the children to read to her or to the 
class until this habit is formed. Each child may come 
before the class as he reads and feel that he is really 
entertaining them, or trying to make them see and 
feel the meaning of what he reads. 

To teach distinct enunciation and well modulated 
tones we must use phonics. This is the true function 
of the phonic drill. The children must be taught how 
to place the vocal organs, and how to use them to the 
best advantage. They should be taught to get ready 
to speak, to use the lips and the lower jaw. They 
should pronounce all difficult or new words in the les- 
son, getting well ready before they utter them. 

Shades of meaning can only come through proper 
use of phonics, through power to grasp the meaning 
and to enter into the spirit of the author. 



IV 
A PLAN FOR TEACHING READING 

In giving this general plan for teaching reading, it 
must not be understood that it is presented as the only 
correct plan, or even the best one, but simply as a 
good plan aiming at thoroughness and independence,, 
on the part of the children. To the wise teacher 
all plans are suggestive ; nothing is adopted, everything' 
is adapted. 

First,— Assign a definite lesson. 

Children should be held responsible for some work 
in every lesson from the beginning of school life. It 
is a great help to a teacher to have a lesson so definitely 
planned that he is able to explain fully and clearly just 
what he wishes done. A lesson so planned is not likely 
to be a failure. 

Second, — Require the children to prepare that lesson, 
and know that it is prepared. 

Until the habit of study is acquired the children 
should be given something tangible to do. They 
should be required to hand in some work on slates or 
on paper. The smallest children may have the work 
upon their desks. For instance, the children may 
write a list of words beginning with a certain sound, 

(36) 



A DEFINITE LESSON PREPARED 37 

or belonging to a certain family ; as, words ending with 
ight, age, ill, tion. 

Write all the questions in the lesson. 

Write all the quotations. 

Write all the words having two syllables. 

Write all the words having the accent on the first 
syllable. 

Write all the proper names. 

Write the answer to some question involving the cen- 
tral thought in the lesson. 

Write all the words they are unable to find out for 
themselves. 

The last named exercise is a great help to the teacher 
in the class preparation. 

Third, — Have class preparation before the reading. 

The children should never be allowed to come to a 
reading class and stumble along in a slipshod, haphaz- 
ard way. Oral reading is thought-giving, and the chil- 
dren should be made to feel that unless they are giving 
thought to others in a clear, comprehensive manner 
they are not reading. 

There are a great many good methods of conducting 
the class preparation ; two are here outlined. 

The children may read silently, asking the teacher 
any words they do not know or can not find out alone. 

It is better not to have these words spelled, as we 
wish the children to see words as wholes. They may 



38 A PLAN FOR TEACHING READING 

indicate the word by pointing it out and the teacher 
will usually be able to tell which it is by the position 
on the page; or they may say, " The seventh word in 
the third line," or " The fourth word in the second 
paragraph." The difficult word should not be pro- 
nounced for the child; he should be helped to help 
himself in some such way as this:—" That a has the 
short sound and the e is silent," or he may be led to 
see the syllables and to put them together so as to pro- 
nounce the word for himself. The words should be 
placed upon the board as the children pronounce them, 
and there should be drill upon these words at the con- 
clusion of the silent reading, that they may be well 
fixed in the memory. Some children will get through 
much sooner than others. What shall be done with 
them ? They may be praised for this, and asked to 
re-read the lesson thinking how they will make the class 
understand the meaning. When all have finished, or 
when the time is nearly up, there should be drill upon 
the new words upon the board, — not the spelling, but 
the word pictures, meaning, pronunciation, and enun- 
ciation. Diacritical marks should not be used in this 
drill. The children do not find them in the reading 
lesson, and the object is to give vivid word pictures. 
It may be necessary to use these marks while the child 
is finding out the word, but after the word is mastered 



OEAL BEADING OF THE LESSON 39 

it should be erased and written without them, that the 
last impression may be that of the word as it is. 

In following this plan the responsibility is placed 
upon the children. They are made to feel that if 
there is any word upon which they stumble in the read- 
ing lesson the fault is entirely their own. 

Another good plan is this. The teacher may make a 
list of words considered to be the difficult ones, or the 
words may be selected from the lists handed in by the 
children, as suggested, in their own preparation. 
These words may be written on the board, one by one; 
the children may find them in the story, and read the 
sentences in which they are found. If they can not 
pronounce them they should be helped, as suggested. 
They will more readily see the meaning of the word by 
the context. They may then read the lesson, para- 
graph by paragraph, silently. As each is read they 
may close the books and be required to tell in good 
language what they have read. The chief value of 
these exercises, it will be readily seen, is that they 
teach the children how to study. 

Occasionally it is a good plan to read the lesson to 
the children as impressively as possible, at the conclu- 
sion of the class preparation, to give them ideals of 
good reading. 

Fourth, — Children read the lesson orally. 

It is the best general plan to have every child take 



40 A PLAN FOR TEACHING READING 

active part in the oral reading lesson, but occasionally 
for variety several children may read the whole lesson 
to the class standing before them. Each child should 
be required to read silently during every recitation; he 
will then get much from the reading exercise whether 
he participates actively or not. We should not allow 
children to criticize each other in the old fashioned 
way, " He left out >L" or " He put in to," or " He reads 
too fast." This is time wasted, and it often creates 
ill feeling and sometimes takes away the little confi- 
dence a timid child may have. If criticisms are allowed 
they may be for the failure to get the meaning or to 
hear distinctly, and should be given in a kindly spirit. 
If an inattentive child stumbles, or fails to know the 
words on which he has had good, thorough drill, he 
should be made to feel that it is because he has failed 
to pay attention during that drill ; and he should be 
required to remain after school and do his work alone. 
As the reading lesson proceeds, the teacher should take 
note of any extra drill needed as, "jew" for do you, 
"jest" for just, "wite" for white, " comm' " for 
coming, or any other incorrect pronunciation. These 
should be drilled upon at the close of the lesson, not 
while the class are reading, as we wish the children's 
minds to be centred on the thought alone at this time. 
Any lack of emphasis or any incorrect expression show- 



GEMS OF LITERATURE 41 

ing that the meaning is not clear should be talked of 
during the recitation period. 

With the little ones who are not conscious of them- 
selves, it is comparatively easy to get the spirit of the 
author, and to get shades of meaning brought out 
properly, but when the children are diffident, awkward, 
and painfully conscious of themselves, it is much more 
difficult. The wise teacher will work carefully, get 
the confidence of the children, praise the good, kindly 
criticize the bad, and success will attend such efforts. 

Much may be accomplished in this line through the 
gems of literature that may be presented to the class. 
No matter how large the school, or how many classes 
there are, ten or fifteen minutes should be spent daily 
in presenting real literature to the children. This 
time may be spent in teaching a memory gem, either 
prose or poetry, in reading to them, or in having some 
good reader among them do so. It is a good plan to 
have these readings in line with the general work, 
nature study, geography, temperance, or history, when 
it is possible to find suitable material that is real litera- 
ture, but the correlation should never be forced; it 
should be natural and thoughtful or it should be 
abandoned. This does not, however, excuse any teacher 
from searching dilligently for the right material. 

While studying the New England States " Boston 
Town ", by Scudder, " Spectacles for Young Eyes ", 



42 A PLAN FOR TEACHING READING 

by Butterworth, " Paul Eevere's Ride ", or " The 
Great Stone Face", by Hawthorne may be used with 
profit. With the temperance lesson the children may 
be taught Longfellow's "The Builders", Alex. Smart's 
" Better Than Gold ", or Alice Cary's "A Receipt for 
an Appetite ". The first chapter of Daniel is a pleas- 
ing and profitable story to be used in connection with 
the study of the best food. Abundant material can 
always be found for correlating nature study and his- 
tory. 

A teacher must make thorough preparation for these 
afternoon readings : better in fact, than he would con- 
sider it necessary to make were he to go before the 
most distinguished audience ; for he is building for the 
children ideals that will either rear themselves grandly 
or fall in ruin. 

Every morning there should be time given for the 
recitation of short quotations which the children have 
learned. I saw such a simple and beautiful exercise 
of this kind given in a first primary room not long ago. 
One child after another arose and gave his morning 
offering. "Always speak the truth." " The bravest 
are the tenderest, the loving are the daring. " " Cheer- 
ful words make each dish a feast." "It is better to 
be than to seem." " Dare to do right, dare to be 
true." " The hand of the giver is ever above that of 
the receiver." " Of all music, .that which reaches 



MEMORY SELECTIONS 43 

farthest into heaven is the beating of a loving heart." 
These children, although they came from some of the 
humblest homes in the city, seemed so bright and 
happy in this exercise and seemed so well to under- 
stand and appreciate the truth and beauty in these 
quotations that I could but think of the words of 
Epictetus, " If a man is unhappy, it must be his own 
fault: for God made all men to be happy." 



CORRELATION 

Somewhere I have read the legendary story that when 
building the first and finest temple at Jerusalem, all 
the stones were prepared in the mountains of Lebanon 
and brought to the temple area ready for use. One 
day a very curiously shaped stone was brought, having 
many faces. It seemed that the one who fashioned it 
had tried to see how peculiar he could make it. As it 
appeared to fit nowhere, it was ridiculed and cast aside 
in an out-of-the-way corner. Weeds grew over it and 
there it lay for thirty years. Finally the builders came 
in their work to a place in a corner where no stone 
would fit. It was a conspicuous place and they 
became anxious and discouraged. An aged workman, 
remembering the rejected stone, unearthed it, and lo! 
it fell into the vacant place a perfect fit, while all the 
people shouted: " The stone which the builders re- 
fused has become the headstone of the corner." 

Those who ridicule and reject correlation of studies 
will, sooner or later, find it " the stone which the 
builders refused". 

Most of the reforms of to-day have been subjected to 
this fate when first presented. If a method or any new 
departure is a " fad ", it will soon die a natural death, — 
there need be no fear about that ; but if it is worthy of 

(44) 



HOW SUBJECTS USED TO BE TAUGHT 



45 



living, all we can say against it will not kill it. Only 
let us be thoughtful and earnest in all we do, and we 
can not stray far from t the right path. I know the 
trouble ; it is the nonsensical work that always follows 
a new method, like a mob that follows a strike. 

It is not the first object of correlation to bring the 
work about one centre, nor does it mean, necessarily, 
that all the work during the day shall be about the 
same thing, but it simply means bringing the child in- 
to psychological relation to the world around him ; 
showing him the interdependence of things; how we 
do not live for ourselves alone ; and how to find beauty 
and use in all things. It is teaching the child to edu- 
cate himself. 

Studies can not be isolated and do their best work 
for the child. One must be made to strengthen an- 
other. 

A typical day in the past, and one that I have cause 
to remember, was as follows : — 

Reading—" The Sale of the Pet Lamb." (Sanders' 
Third Reader). 



Spelling- 








phase, 


cough, 


nephew, 


sulphur, 


phiz, 


tough, 


pamphlet, 


triumph, 


sphere, 


rough, 


prophet, 


seraph, 


phlegm, 


laugh, 


camphor, 


graphic, 


sphinx, 


cipher, 


camphene, 


telegraph, 


nymph, 


physic, 


morphine, 


autograph. 



-Swintori's Word Book. 



46 CORRELATION" 

Language — Write the plurals of 

man, sheep, goose, 

heathen, child, genus, 

ox, deer, valley, 

money, 

Use each in a sentence in the possessive form. 

Geography — Name and bound the countries of South 
America. 

Writing — Copy, " Honesty is the best policy." 

I only wish our copy books of to-day had some of 
these good, old-fashioned copies. 

I do not remember about the arithmetic lesson, but 
presume it was abstract work in long division. 

Music and drawing had no place on that programme, 
though we did sing some fine songs during the opening 
exercises. This I call a day in the past. Would it be 
impossible to find such a day now ? 

One September morning as I was walking to school 
with a teacher whom I particularly admire, we noticed 
that the air was full of winged seeds, dandelion, 
thistle, etc. 

" What a good way to begin the teaching of how 
seeds are scattered," she remarked thoughtfully. On 
entering her room she found that the milk -weed pods 
hanging near the window had burst, and that the room 
was alive with winged seeds. The children were ready 



HOW SUBJECTS MAY BE TAUGHT 1^ COI^KECTlO^" 47 

for their lesson. They first recited Helen Hunt Jack- 
son's autumn poem : 

" The golden rod is yellow 

And the corn is turning brown, 
The trees in apple orchards 
With fruit are bending down. 

" The gentian's bluest fringes 
Are curling in the sun, 
In dusty pods the milk-weed 
Her hidden silk has spun. 

" The sedges flaunt their harvest 
In every meadow nook, 
And asters by the brookside 
Make asters in the brook. 

" By all these lovely tokens 
September days are here, 
With summer's best of weather 
And autumn's best of cheer." 
The matter for the general work in this series of 
lessons was as follows : — 

Some seeds are scattered by the wind, some by 
water, some by birds and animals, some by boat and 
some by cars. Man scatters some in planting. 

These ideas were brought out by judicious questions, 
and made vivid by the examination of the different 
seeds to see how some were constructed so that the 



48 CORRELATION 

wind could carry them, why the water could carry 
others, why some clung to animals, and how some 
were carried by birds. 

Now was the story " Seedlings on the Wing ", by 
Andrea Hofer, out of place or a waste of time ? Was 
it an indiscreet selection for a reproduction language 
lesson, first oral and then written; or would it have 
been better, at this time, to have asked the children to 
select subjects and predicates in a long list of sen- 
tences ? Would it be a bad plan to read from Thor- 
eau's " Succession of Forests ", especially what he says 
of the squirrel that buried the acorns and forgot to 
unearth them, or met some sad fate, and being left, 
they sprouted and grew where no oaks had grown be- 
fore ? Would the reading of that famous chapter on 
weeds by Burroughs be out of place in the school- 
room at this time ? 

Perhaps this teacher made a mistake in having her 
class draw the seeds in which they were so much inter- 
ested during the drawing period, instead of having the 
children draw a square on its diagonals. Perhaps she 
should have spent all of the music period on the key 
of A, instead of devoting half of the time to teaching 
the song beginning, 

. " Little seeds now must thou go, 
To thy still cold bed below." 
But I think not, and I am sure the teachers of drawing 
and music will agree with me. 



ADVANTAGES 49 

I present here some of the spelling diction exercises 
which the children studied and wrote. 

Our milk-weed pods have burst open. Many seeds 
came out and were carried away on the wind. Soon 
they will fall to the ground and lie asleep until the 
spring sunshine and rain waken them. 

Birds scatter seeds. Willie Smith said this morning, 
" I saw a bird dropping seeds from a head of plantain 
which it carried in its beak." 

Miss Arnold says, " Sparrows are little grain eleva- 
tors. They often carry grain up in the air in their 
beaks and drop it in places where it sprouts and grows. " 

Here is a little maple seed. It has a wing with 
which to fly. It can not fly far, but it can get out from 
under the mother tree's shade where it can get warm 
sunshine. Then it will sprout and grow. 

The linden seed has a queer wing. It looks some- 
thing like a long, slender raft. It is lighter green than 
the leaf, and the seed is fastened to the midrib at about 
the centre. With this wing it can fly short distances 
or float on the water. 

It will, I think, be readily seen from these exercises 
that there is a natural method of teaching punctuation, 
possessives, plurals, paragraphing, and other essentials 
of written language. 

In most school readers of the present day, suitable 



50 CORRELATION 

literature is provided for correlating with nature study, 
and this should be used no matter in what part of the 
reader it is found. The day for commencing at the 
first page and reading through the book in regular 
order, without regard to other work, is past. In the 
first grade this material may not be as readily found, 
but the blackboard always affords opportunity for these 
lessons. 

Such a series of lessons as I have described will 
probably take two or three days, using the general les- 
son, language, reading, and spelling periods. 

Now what has been gained in such a series of lessons? 

1. Power of observation. 

2. Power of expression oral and written. 

3. An idea of the dependence of one thing on an- 
other (the correlation of nature we might call it). 

4. The idea of the adaptation of parts to their use. 

5. An added vocabulary. 

6. A poem from standard literature memorized. 

7. Valuable information. 

8. The children have been brought into closer rela- 
tions with nature, and to see the beauty and use in the 
common things of life. 

One day a moth came out of its winter cradle and 
sat upon the edge of the window-sill to rest. It was 
greeted with shouts of joy from the children who saw 



LESSOR Otf A MOTH 51 

it and who had been long waiting for something to 
come from that cradle. 

Did that teacher go on quietly with the study of the 
cotton-wood twig upon which she had begun a lesson ? 
No; she was too wise for that. She immediately laid 
it aside for future use and then and there introduced 
the beautiful stranger. " Children, this is a Promethia 
Moth. Now you may ask questions about it. " Here 
,are some of their questions. 

" How did it get in there ? " 

" How did it get out?" 

" Are its wings wet ? " 

' ' Was there water in its cradle ? ' ' 

'" What is the name of its cradle ? " 

" What is the cradle made of ? " 

" Is it hungry? " 

"" What did it eat when it was in the cocoon ? " 

" How long has it been there ? " 

" Where will it go now ? " 

" Are those feathers on its head ? " 

" What are they for ?" 

" Can it see us?" 

Some of these questions the teacher answered, some 
she frankly confesseed she could not answer but said 
she would find out, some she let the children come and 
find out for themselves by observation, some she asked 
them to think about during the day. 



52 CORRELATION 

All that day they observed the moth ; they were al- 
lowed to go and watch it whenever their lessons were 
finished, and groups of children were almost constantly 
around it. 

When language period came they were asked to tell 
what they had learned for themselves. And what had 
they learned ? 

There were three parts to its body. The names, 
head, thorax, and abdomen were given and written up- 
on the board. As these children had previously studied 
the ant, they decided that the moth, like the ant, 
must be an insect. On its head were feelers that 
looked like plumes. The eyes were like small black 
beads. On the thorax were six legs and four wings ; 
the wings were reddish brown with darker spots. 
When the moth was resting, its wings were spread out 
wide. There were rings on the body and the legs 
were jointed. The wings were covered with some- 
thing that looked like dust. 

At the drawing period the moth had its portrait 
drawn. While drawing the children were allowed to 
go near it occasionally that they might draw truth- 
fully. They were careful to place the legs and wings 
on the thorax and to place the right number of rings 
on the thorax and abdomen. 

The next day was spent in gaining new knowledge 
of the habits and life history of the moth. From 



LESSON" ON A MOTH 53 

what it came and how the cocoon was spun. Why it 
was called a moth instead of a butterfly. The eyes 
were examined through a microscope and the lenses 
explained. The teacher also explained that the legs 
of the moth or butterfly are the first six legs of the 
caterpillar, called the true legs, and that the other legs 
of the caterpillar, called the false or prolegs, wither 
away and disappear during the long sleep. The inside 
of the cocoon was examined, and the children discov- 
ered why the wings were wet. They were then asked 
to put together what they had learned, and the full 
description was given. 

At story period " The Green Worm ", by Gr. Annie 
Eaymond, was read. This story, it will be remem- 
bered, gives the life history of the moth in a very 
pleasing manner. 

The chapters " Butterflies and Moths " and " The 
Silk Worm ", from Monteith's " Living Creatures of 
Water, Land and Air ", were also read. I give one 
suggestive spelling lesson. 

The moth does not eat during the cocoon state, but 
the caterpillar or larva is so greedy that it lays up a 
store of fat to feed the pupa until it comes into the 
new life. 

The caterpillar eats so much that its skin becomes 
too small for it six times, and splits open in the back 



54 CORRELATION 

and falls off. The moth comes out of the cocoon full 
grown ; it is called the imago. 

caterpillar, larva, greedy, 

cocoon, pupa, during, 

moth, imago, becomes. 

Now I wonder if anyone thinks such correlated les- 
sons are failures, and that hit-and-miss work is pre- 
ferable. 

All stories or poems used should be those which 
teach some useful lesson on the lives, habits or homes 
of these animals or plants; no literature should be 
used simply because the subject studied is mentioned. 
We must never teach anything unless we have a good 
reason for doing so. We must feel sure that we are 
making the children wiser and better by everything 
we teach. 

Will*the lesson on the apple be in any wise strength- 
ened by the story of William Tell ? And yet it is used 
in this connection. 

I do not believe in correlating arithmetic with the 
other studies. I have seen some good work in this 
line, and I have seen much more that was very bad. 
A forced correlation, as I have before said, is a waste 
of time, so let us use good judgment in this matter. 

When October comes, shall we not teach " October's 
Bright Blue Weather"; and later in the autumn, 



ADAPT LESSONS TO THE SEASON 55 

" November " and " Faded Leaves " or " Down to 
Sleep?" 

Correlation of the children with their environment, 
Prof. O'Shea calls this kind of work. 

The child who has been taught in this way will soon 
begin to bring to school stories, poems, and other liter- 
ature relating to his work which he has read and in 
which he is interested. This is where the chief value 
comes to him. He is learning to educate himself. 
This habit will grow on him year by year, until the cor- 
relation of nature, literature, life, and God is complete. 



VI 

GEOGRAPHY 

The great purpose in teaching geography is, during 
the first years, insight into life both plant and animal, 
as affected by physical environment. Nearly all of 
what is termed nature study is really geography. 

The first years of school work in this subject should 
be given to the rudiments of physical geography, if 
we allow the child to lead us, for this is decidedly his 
choice. 

The things in which he is interested and to the 
touch of which his life responds are : the changes 
which takes place as the seasons change, traceries of 
the frost and forms of snowflakes, cloud pictures — he 
knows nothing of cumulus, nimbus, or stratus by name, 
but he can describe and draw them all — , the relation of 
fog and vapor to the clouds, why the rain-cloud is dark, 
why moisture gathers on the pitcher when it is about 
to rain, the journey of the rain-drops to the sea, 
forms of land and water, the flight of the birds, habits 
of animals, and plant and animal life in the valley as 
compared with that on the mountain. 

Upon these subjects he can talk, and talk 'intelli- 
gently. Better still, he will be able to find out many 

(56) 



BASED ON PERSONAL OBSERVATION 57 

of these things for himself by observation and experi- 
ment. For instance, he may hang a curtain out of 
the window on a foggy day, and find that it is soon wet, 
proving that the atmosphere is full of moisture; he 
may measure a quantity of water and set it on a hot 
stove, or on a radiator, and measuring it again the fol- 
lowing day, find that it has lost in quantity, showing 
that evaporation has taken place ; or he may learn by 
setting water out of doors on a cold day that freezing 
expands it. The story " What broke the China 
Pitcher ", by Sara Wiltse, may be used in making this 
clear. 

As the child proceeds in the subject of geography, 
he begins to deal more particularly with the people on 
the earth, and to make a study of their lives as affected 
by physical conditions; to make a study of the earth 
as the home of man. At this stage the globe, not 
maps, should be presented to him (a relief globe is 
much more effective), that he may first know the earth 
as a ball in space and make a brief study of its relations 
to the sun. He may then take up the positions of the 
zones. These should be taught as belts of climate with 
a brief study of the reasons for the difference in the 
climate. The child can not understand this scientifi- 
cally yet, and to spend much time on it would be time 
wasted. The study should be particularly the lives of 
the people who inhabit these zones; also the different 



58 GEOGRAPHY 

people inhabiting the same zone, with the reasons for 
their different manners and customs. 

The most effective way of taking up this work, is by 
reading or relating stories of the lives of the common 
people living in these zones. The child should give 
back these stories in his own language both orally and 
written. 

I can recommend five very valuable books to use in 
connection with this work. They are: " Seven Little 
Sisters," "Each and All", and "Ten Boys Who 
Lived on the Koad from Long Ago to Xow", the 
three by Jane Andrews, " Our World," by Mrs. Mary 
Hall, and " Child Life in many Lands," by Doctor 
Strong. The last named book is particularly valuable, 
being written by a missionary whose insight into the 
real life of the people is marked. 

A whole year could be profitably spent with these 
books. At first very little should be said about the 
countries lying within the different zones, but after 
the child has gained a general knowledge of the climate 
and people, he may take imaginary journeys on the 
globe to the countries he is to talk about. Distances 
should be spoken of mainly by days of travel, as miles 
means so little to the child, especially to the child who 
is born and bred in the city. Modes of travel should 
be clearly pictured. 



STUDY THE INHABITANTS 59 

As the different countries are studied, poems, and 
stories relating to these countries which are adapted 
to foster in the mind their peculiarities should be read 
or related. For instance: the study of Holland is 
greatly strengthened by reading " A Leak in the 
Dike", by Phoebe Cary, " Rollo in Holland", by 
Jacob Abbot, or " Hans Brinker ", by Mary Mapes 
Dodge; life in Switzerland, by reading " Jeanette ", 
in " Seven Little Sisters ", and life in Greenland by 
reading Schwatka's " Children of the Cold ". 

It is also a good plan to take up. in connection with 
the lives of the common people of the country, the life 
of some hero of that country, that the children may see 
what ideals the people have; as, Gustavus Adolphus 
for Xorway and Sweeden, Wallace or Bruce for Scot- 
land, William Tell or the story of the Swiss Guards 
and the Lion of Saint Marks for Switzerland, Joan of 
Arc for France, and Washington or Lincoln for the 
United States. 

Xothing is of more value in geography work than 
pictures. Pictures will often make the child under- 
stand what he can not understand by descriptions no 
matter how graphic. 

I remember once trying vainly for fifteen minutes to 
make some children understand what was meant by 
irrigation. They showed plainly by their questions, 
and by the expression on their faces that they neither 



60 GEOGRAPHY 

understood nor felt interested. In the Northern 
Pacific railroad office I found some pictures of the 
irrigated gardens and fields of the Yakima Valley in 
eastern Washington. These I brought to the class, on 
the following day, and showed to the children. The 
light at once began to dawn in their faces. 

At another time these children read in their geogra- 
phies that in Xew Hampshire there were beds of red 
sandstone. In the class recitation one child told me, 
and most of the rest agreed, that in New Hampshire 
the people made their beds of red sandstone. A 
picture of one of these quarries was shown, the sand 
stone beds were pointed out, and the matter was soon 
satisfactorily clear. 

Any teacher can make collections of useful pictures 
and group them with reference to some zone, country, 
or section of country. These may be pasted, accord- 
ing to some logical sequence, upon sheets of manila or 
even common express paper, and the sheets be fastened 
together with moulding or weather strips as the pages 
of a music or reading chart are fastened. This chart 
may be hung upon an easel so that the sheets may be 
turned over the back of it. It will be something 
which will save much time, and be a constant source 
of pleasure to the children. I have also seen charts 
of this kind made, showing the noted pictures and 
statuary of a country, with the pictures of the artists 



RELIEF MAPS 61 

and sculptors. I remember such a beautiful one of 
the madonnas of the different countries. Think what 
an education this is for the children ! 

After a year's outlook on the world as a whole, 
studied by climatic belts, the detailed study of the con- 
tinent should be taken up, making a thorough study 
of physical features. This can be best done by using 
sand or relief maps. Such portions of physical and 
mathematical geography as the children can compre- 
hend, should be brought in as they are needed in con- 
nection with the subject studied; as, uses of mountains, 
winds and currents and their causes and effect on the 
climate and productions, the relation of the sun to the 
earth and to other planets, soil formation, glaciers, 
drainage by river systems, etc. The child should be 
encouraged to read for himself along these lines. 

The detailed study of the political divisions with 
their history, government, commercial relations, and 
dependencies should come next, making a thorough 
study of the people and the current events. The chil- 
dren will now be able to do much outside reading, and 
a list of the best books on these subjects should be 
kept where it can be referred to at any time in choosing 
books from the library. There should also be a com- 
parison of the countries regarding latitude, climate, 
productions, and people. 



62 GEOGKAPHY 

Lastly there should be a scientific study of Physical 
Geography. Not until the mind has a good, general 
development can this be appreciated. 



VII 
SAND MODELING 

Its Pueposes and Legimate Use 

I do not propose to discuss at length the phycho- 
logical principles which govern sand modelling. The 
principal reasons I have for recommending it as a de- 
vice for presenting geography in the primary grades 
are: 

First — It promotes the self -activity and interest of 
the child. 

Second — It gives him another avenue for expression, 
one in which he may express his thoughts when words 
fail him. 

Third — It makes clear, thorough touch, those ideas 
which he has gained but partially by sight. 

Fourth — It shows the teacher the workings of the 
child's mind, pointing out vividly his concepts, both 
false and true, and enables the teacher to correct the 
one and to confirm the other. Many times we think 
a child understands a thing until he tries to reproduce 
it, when the mistake is brought out. Words often but 
smother ideas; this kind of expression is frank and 
open. 

Sand modeling has been criticised as dead and life- 
(63) 



64 SAND MODELING 

less in the main, as neither light and shade nor color 
can be here produced. It may be dead and lifeless, 
or living and animated, according to the way it is pre- 
sented and the use made of it. 

Sand modeling has been first used in primary geog- 
raphy in presenting forms of land and water. Should 
a form, as an island or a peninsula, be modeled and 
studied from the sand table ? No ; first the real form 
should be studied from nature. The field lesson and 
sand modeling go hand in hand; they can not be 
separated. 

Now I know someone is thinking: "How can the 
real form be shown when there is none in the vicinity?" 
Out in front of the school-house, after a heavy rainfall, 
may be found, almost without fail, the lake, river, 
peninsula, island, cape, bay, etc. In any open field 
may be found the plain, prairie, hill, mountain, or val- 
ley. Oftentimes the school-yard is a little continent 
in miniature, so there is an end to that difficulty. 
Field lessons do not necessarily mean long journeys; 
many of the most profitable ones may be given in the 
school-yard or near the school-house. 

Is it best to gain the definitions of these natural 
divisions in the field lesson ? No ; for the work is not 
yet thorough. The children should have time to 
assimilate the ideas as they are carefully questioned. 
Every field lesson should have a direct point, and that 



DEFINITIONS THROUGH INDUCTION 65 

point should be brought out forcibly. If a class goes 
out to see capes they should see capes, but they should 
not fail to see and review any form previously studied, 
if such form presents itself. Having seen the cape 
and talked about it in the field lesson, the children 
should, on the following day (each child having his 
own modeling tin at his own desk), model their own 
conception of the cape as seen in nature. The teach- 
er, passing around the class, can then correct any false 
idea that may have crept in, and draw from the chil- 
dren a definition, the ideas being now ready. 

It is not necessary that all give the same definition, 
though this is not objectionable; it is often the safest 
plan. I think, however, that any true definition 
given in good English should be accepted. Some of 
us are in that state of mind where we think it is a 
mistake to teach definitions of any kind; indeed, I 
sometimes think we are fast growing to feel that it is 
a sin to teach anything definitely. In order to escape 
one rut, do not let us fall into another. 

A definition evolved after seeing in the field lesson 
and modeling in the class-room should be a good one, 
for it is one that will remain in the memory through- 
out life, being not words merely, but a picture seen 
through words, a fact that the child has worked out 
by his own self activity. That he may not see all 
capes alike he should be shown pictures of different 



66 SAND MODELING 

kinds, and should model the promontory. He should 
know of the capes most noted through literature 
as real places that he may sometimes see. For in- 
stance, he may know of the home of the Acadians and 
of Blomidon. 

From the first study of land and water forms, a relief 
globe should be before the children, and they should 
understand that all the forms they are studying are to 
be found upon the great ball upon which they live. 
They should be allowed to point out islands, peninsulas, 
lakes, rivers, mountains, etc., from time to time. 

The best primary geography class I have ever seen 
was one in a school situated near enough to Minnehaha 
Falls to enable the children to visit often the glen be- 
low the falls. Here almost all forms of land and water 
are presented. There are the brook basin, the canon, 
the valley, the river, lakes, capes, bays, swamps, 
islands, etc. There are also the cliff, precipice, and 
waterfall. About a quarter of a mile below the falls 
the creek empties into the Mississippi river, giving the 
idea of tributary. The class I speak of took with them 
into the glen, each time they visited it, their modeling 
tins and their note-books. There with nature they 
observed and modeled these forms, made their defini- 
tions and wrote them in their note-books. They had 
several lessons on some of these divisions. They 
studied the fertile island, the desert island, and the 



AN ACTUAL LESSON" 67 

rocky island. Sitting on mossy seats in the cool shade 
they listened while the teacher read to them of the 
wonderful little builders under the sea, and of their 
structures, the coral islands. They were shown a 
picture of an atoll, and each modeled one. They also 
studied the little Samoa island girl, and reproduced 
her home on a large sand table. Selections were also 
read from " Armorel of Lyonese ". Here was the be- 
ginning of advanced work, which must be carried on 
largely through the imagination. 

When this class modeled a valley they used silver 
tinsel for brooks and rivers, mirrors of irregular shapes 
for lakes, pebbles for buildings, toothpicks for fencing 
in farms and for building bridges, and sprays of ever- 
green and myrtle for trees and shrubs. Things were 
out of proportion to be sure, but through these sym- 
bols the children saw the real valley. 

I have been much interested this fall in watching a 
series of lessons given in a primary class on " Robinson 
Crusoe ". The children have represented Crusoe's 
island on a large sand table. The shipwreck was rep- 
resented first and Crusoe landed upon an uninhabited, 
lonely island. His raft was then made and his goods 
transported. His efforts to make for himself a home 
have been faithfully pictured in the order of their hap- 
pening. His cave home was most ingeniously repre- 
sented with its cable fortifications and ladder always 



68 SAND MODELING 

in readiness. All the physical features of the island 
have been represented, and by the children. Even 
Crusoe's efforts at making pottery have been studied 
by the children with clay in their hands, and his diffi- 
culties have been theirs also, and so the idea of our 
dependence upon upon nature and upon each other has 
been made prominent. 

After the natural divisions have been studied the 
children should take up some such work as " The Seven 
Little Sisters" or "Child Life in Many Lands". 
The home of each child as presented to the class should 
be pointed out on the relief globe, and that part of the 
continent should be modeled first by the teacher and 
then by the class. 

When studying Gemila their knowledge of the desert . 
should be recalled. They should be shown on the 
relief globe a desert, the one on which it is supposed 
this child, Gemila, lived while studying this story.. 
They should model it and picture her home and life, 
on a large sand table. I can not reconcile myself to^ 
the idea of giving up the globe while studying child- 
life in other lands, for the most beautiful part of these 
lessons is the fact that we are all one great family, and 
that our lives are different because of our different 
locations and of the physical features of the earth. 

Now we come to the real study of the globe and con- 
tinent. Shall sand modeling give place to map study 



ADVANTAGES OVER MAPS 69 

entirely ? Frye very truly says in one of his excellent 
books, " The life of the earth springs from its slopes." 
As geography in its highest sense is the study of the 
earth as the home of man, a knowledge of globe and 
continent relief is absolutely necessary. We are so apt 
to take for granted in all grades, but more particularly 
in the higher grades, that words are intelligible to chil- 
dren, that we grow mechanical in our teaching and 
fail to present those vivid pictures so necessary in all 
our work. We also tell the children many things that 
they might find out for themselves with a little ingen- 
ious management on our part. In other words we 
talk too much. 

I do not think maps present the vivid pictures of 
relief that need to be presented at this time. 

The general plan of globe relief should be shown first 
on the relief globe, then upon a sand table, and the 
children should be led to see its use, and to compare 
the continents briefly. This should be taken up again 
more fully after the continents have been studied. It 
is rather too deep now, as the children know compara- 
tively little of winds and currents. The study of con- 
tinental slopes and water partings with reference to 
drainage and life, plant and animal, is the province of 
sand modeling at this time. To show the continent 
in relief, and to have the children model it from mem- 
ory, save much explanation on the part of the teacher. 



70 SAND MODELING 

Having this vivid picture in their minds the teacher 
has but to question the children adroitly and they will 
tell why the Height of Land, being just where it is, 
renders the Mississippi of so much value to the southern 
part of North America, and makes the McKenzie a 
detriment to the northern part of it ; why the great 
central plan has no rainfall and must be irrigated to< 
become productive; why certain occupations are fol- 
lowed in one section of the country and not in another, 
even though they are in the same latitude ; and why 
railroads and cities are located as they are. 

Later, when winds and currents have been mastered,, 
the children will reason out, with the aid of sand maps, 
why Arabia and Sahara are deserts, and how they affect 
the countries near them; why climates in the same 
latitude are sometimes so different, and how countries 
are influenced in products, occupations, and habits of 
people, by relief. 

I need not multiply examples and I can not give, in 
this chapter, the technique of the work. Frye in his. 
excellent book, " The Child and Nature ", which 
every teacher should possess, explains this fully. ,1 
do not mean to say that this work can not be done 
with maps. I sincerely believe in maps and map read- 
ing, and I believe sand modeling should be dropped as 
soon as the children can do without it ; but I do not 
think the drawn map can ever give the vivid picture 
of relief that comes from the sand modeled one. 

The use of sand modeling is not confined to geogra- 



USE IN HISTORY AND LITERATURE 71 

phy; it is of great use in the study of history and 
literature. 

My first experience in the use of sand for this pur- 
pose was in modeling the battle field of Bannockburn. 
I had never fully understood the situation myself, but 
the study I put upon it, that I might model it for the 
children, was a great help to me, and I felt fully re- 
paid by the definite, intelligent recitations of the chil- 
dren. How much better the people of Switzerland 
would be understood in their sturdy stand for inde- 
pendence amidst kingdoms and empires, if the relief of 
the country was a clear picture in the minds of the 
children. 

How can children understand the dikes of Holland, 
and appreciate the character of the Dutch people who 
have reclaimed so much of their land from the sea, 
without models? If the dikes were modeled while 
studying Phoebe Cary's " A Leak in the Dike " there 
would be better recitations and better written pro- 
ductions. 

You will perhaps say I have wandered into many 
fields to say a little about sand modeling, but to me no 
subject stands alone; each forms a little nucleus 
around which all others revolve. 

We must first become well grounded in principles, 
and do nothing thoughtlessly. If we have strong 
for reasons doing things before we do them we shall 
make fewer mistakes. " Think wrongly if you will," 
says Le Bruyer, " but in all cases think for yourselves." 



VIII 

FIELD LESSONS 

Many and varied are the uses of the field lessons. 
There is no better way of teaching a child how to ob- 
serve rightly than by taking him out face to face with 
nature. To come into close contact with its charms 
in company with a wiser head than his own, is a great 
eye-opener. He will see much more after such a les- 
son; the objects in nature will seem to come before 
him in all his walks as never before. Even the one 
who reprsenets the wiser head will find the same thing 
true. A teacher said to me, on her return from a les- 
son on trees, tree fruits, and fall buds which she 
had given in her own yard in a city where there 
were many fine trees, " I never realized before that 
there could be so many beautiful and wonderful things 
that I had failed to see, right under my very eyes." 

It is a mistake to try to do too much in one lesson. 

Every lesson should have a definite point, and that 
point should be brought out forcibly. One or two 
things, well seen, make the best field lesson, and there 
should be many of them. 

One September not long ago I had two full rooms of 
beginners, one in which the children came from kin- 

'(72) 



AN" ACTUAL LESSON 73 

dergartens (there were two free kindergartens near my 
school), and one in which the children had never had 
this training. All who have taught beginners under- 
stand that the first difficult task with these children is 
to get them to talk freely. With my little kindergar- 
ten children there was no difficulty. They had over- 
come this diffidence in the kindergarten, but the 
others were so many little sealed packages. I used to 
wonder what they contained, but I seemed to have no 
power to open them. 

One day Johnny stood up, and pointing to the win- 
dow, cried out, " Der's a robin!" This gave us an 
idea that perhaps a field lesson would help matters. 

On the following day the children were taken to a 
park which was a few blocks distant. They were gone 
most of the afternoon. The result was marvelous. 
They returned laden with autumn treasures, — birds 
nests, leaves, stones, nuts, seeds, and flowers. 

As I came into the room they held up their speci- 
mens, readily answered my questions, ventured them- 
selves to make statements, and finally ended by all 
talking at the same time. 

" My leaf came from a cottonwood tree," said one. 
" This is a brown oak leaf," said another. " My leaf 
grew on a birch tree. The bark was white with little 
black specks on it," said another. " I saw a red 
squirrel," ventured another. " I saw him too! " " So 



?4 FIELD LESSONS 

did I! " came from all around the room. " He had a 
big tail, and he ran up a tree." " We found a hickory 
nut tree in the park." " How did you know it was a 
hickory tree ? " I asked. The child ran to me, and 
presenting a hickory nut, said, " Because some of 
these nuts were hanging on the tree, and some were 
under it." " We heard frogs by the river and they 
sang," cried one little boy. I asked how they sang. 
Silence ensued for a minute; words failed them. I 
tried to imitate a robin, and asked if it sounded like 
that. They burst into a hearty laugh. Whether it 
was caused by my ridiculous imitation, or the idea of 
frogs singing like that, I did not ascertain ; however, 
it accomplished the purpose, for three or four children 
imitated frogs in a very creditable manner. 

" I brang you a dandelion," said a little dull-eyed 
Bohemian child, running to offer his wilted treasure. 
I was startled; this child I had supposed could not 
even understand English, as not so much as yes or no 
had we ever before been able to get from him. 

The after results of this lesson were very satisfactory. 
These children, ^had, in this beautiful autumn after- 
noon with nature, come out of their cocoons of bash- 
fulness, and entered into a new life. They had been 
placed in such an environment that they had some- 
thing to express, and expression came spontaneously. 

We can not fill a child ; he must fill himself. It is 



WHAT MAY BE LEARNED YO 

our duty to place him near the living fountain and 
patiently wait for thirst to come. When it does come, 
he will drink, and he will offer to those around him that 
which he has found good. 

In developing the definitions for the natural divisions 
of land and water, the field lesson is indispensable. 
This subject is taken up at length in the chapter on 
sand modeling. 

Children should learn in the field lesson many such 
things as these : how parks are kept and managed, how 
the different kind of trees are cared for, how the mac- 
adamized road is made, how water pipes are laid, how 
springs are formed, about surface drainage, leaf fer- 
tilization, and the winter life of plants and trees. 

The older children take great delight in gathering 
wild flowers for Memorial Day. The fact that this is 
a free gift, obtained by their own exertion, gives them 
real pleasure. The younger children are deprived of 
this pleasure unless some of their elders can go with 
them. 

After talking with them of the day and its meaning, 
and instilling into their little hearts the right spirit of 
love and reverence for the noble men who died for 
their country and the oppressed, would it not be a 
good plan to take these children out into the woods to 
gather flowers for decorating the soldiers' graves ? 

This is the time to study the homes of the different 



76 FIELD LESSONS 

flowers, — the columbine, geranium, meadow pink, tril- 
lium, wake robin, wild rose, and other flowers that may 
bloom at this time. Attention may be called to the 
soil in which they thrive, whether they grow best in 
sunny or shady places, on hills or in moist ground. 
They may be led to notice what trees are in blossom, 
which blossoms are most fragrant, how many trees 
show signs of seeds, and what seeds are already 
sprouted on the ground. 

Another good field lesson is one on the way the new 
leaf is folded in the leaf bud in different plants. 

I knew a teacher who took her class out one after- 
noon for such a lesson. Happening to step into the 
hall as these pupils were passing on the following 
morning, I was forcibly reminded of great Birnam's 
wood coming to Dunsinane, for each pupil carried a 
branch of some kind. That afternoon I received forty- 
two letters describing the excursion and telling what 
they had learned. I present one. 

Eighth Room, Peabody School, 

May 2nd, '95. 
Dear Miss Gowdy: — 

Our room went out yesterday afternoon to learn 
about the folding of the new leaf in the leaf bud. 
Mother nature packs each leaf away safely, and there 
it stays until the warm sunshine and spring rains 
burst the bud open. Then it unfolds, and out comes 



ANOTHER ACTUAL LESSON 77 

the leaf. Leaves are folded in many different ways, 
and we never noticed how before. The ribbon grass 
is rolled up like a butterfly's sucking tube and so is 
the plum leaf. The maple leaves are folded up like a 
fan. The oak leaf looks like a closed book. Ferns 
have their leaves rolled down beginning at the apex. 
We had a pleasant time, and all the boys acted nice. 
Your friend, 

Mary Johnson. 

While studying roots, the children should find the 
different kinds for themselves, dig them, notice their 
shapes and mouths and the soil in which they flourish. 

I will give a full description of one very profitable 
lesson which I had the pleasure of witnessing not long 
ago. It was on soil formation and rock history. This 
room contained forty-six pupils averaging about ten 
years of age. 

I was curious to see how this teacher, who was young 
and inexperienced, would conduct such a lesson. 

Just enough preparation had been given the children 
to arouse their curiosity and make them eager to learn 
for themselves. It was about as follows. Something 
had been read to them about the formation of the 
earth by water and fire, from Sophie Herrick's " The 
Earth in the Past Ages ", a child's geology. Most of 
these children lived near the Mississippi river; they 
were familiar with the appearance of the cuts and could 



78 FIELD LESSORS 

tell that the soil lay in layers or rows, sometimes parallel 
with the ground and sometimes irregular. They pow- 
dered stone and found it was exactly like soil. A sim- 
ple story was told them of a man who traveled five 
times, at intervals of five hundred years, to the same 
spot, and of the changes he found there each time, 
illustrating that the earth is changing all the time. 
The children were asked at the conclusion of this story 
what it taught, and nearly every child had the right 
idea. 

They were also told of Hugh Miller's boyhood; how 
he learned to use his eyes and of the good this did him 
in his after life. They were told that he found won- 
derful things in the rocks ; that he did not simply say, 
" How strange ! " when he found them, then go away 
and forget all about them, but that he wanted to know 
more; that he kept thinking and asking questions. 
Better still than this, he learned to read the histories 
for himself in the rocks, because he kept his eyes open. 

The children were not told what Hugh Miller really 
found, but that they might bring their hammers that 
afternoon, go to the quarry near by, and find some of 
the same kind of things that he found in the Scotland 
quarry so many years ago. 

They were anxious to go and very curious to know 
what Hugh Miller found. Each child carried a note- 
book and pencil. On arrival at the quarry they were 



ANOTHER ACTUAL LESSON 79 

allowed for a time to break open the rocks and discover 
what they could. We expected them to find shells in 
the rocks, but they also found petrified wood and leaf 
forms, both of which they recognized with exclama- 
tions of joy. 

The teacher then produced from her hand bag a 
glass tumbler and asked one of the children to fill it 
partly with water from a spring near by. She then put 
into the water some powdered rock and asked the chil- 
dren what became of it. They said it sank to the bot- 
tom. She next placed upon this a layer of yellow 
sand. That they also said sank to the bottom. Next 
some white shells were dropped in, and upon them she 
poured some of the powdered rock. Upon this were 
placed some tiny Leaves and twigs, and upon these 
some white sand. When this was done the glass was 
full and the layers showed finely. 

" Now look at this," said the teacher, " and then at 
the walls of the quarry and see if you think you know 
something about their formation, and how the shells, 
leaves, and wood came there." The answers were 
thoughtful and intelligent. The children were allowed 
to ask all the questions they wished, and they fre- 
quently took notes ; they used their hammers a great 
deal, and never seemed to tire of finding new treasures 
in the rocks. 

One little boy came running to me with a stone that 



80 FIELD LESSORS 

he said he really believed was granite. " Why do you 
think so ? I asked. " Because," he replied, " I read 
that granite is gray and and very hard and it has little 
glistening things in it. I could not break this as I 
could the other stones and it sparkles. ' ' He was right ; 
it was granite. 

When the children were tired, their teacher called 
them to her, and told them to sit down in a circle and 
she would read to them what Hugh Miller found in 
the Scotland quarry; and she read the story from 
" The Earth in the Past Ages ", explaining by nature's 
illustrations around her as she read. How delighted 
the children were to find that their own experience 
was so much like Hugh Miller's; as they expressed 
it, "He is just like us." 

As they started to return to school, I noticed that 
this full and beautiful lesson had taken less than two 
hours. The following is one of the language papers 
written the next day. 

Our Field Day 

We went to the stone quarry yesterday. The rocks 
were in layers sometimes parallel with the ground, and 
sometimes bunched up like little hills. Water and fire 
placed them so. The water put layer upon layer, and 
the fire burst out and cracked the layers and raised 
them up in some places. We found shells in the 
rocks. The wood had petrified, that means turned to 



ANOTHER ACTUAL LESSON 81 

stone. This tells us that trees were buried too. The 
trees will turn into earth and make soil. We found 
granite and agate. Hugh Miller found shells, leaves, 
wood and fishes in the rocks of a Scotland quarry 
years ago. 

When we pound up stone fine it makes a soil that 
looks like clay. The rocks in the stone quarry were 
under water once. Small bushes and trees grow on 
the rocks. Their roots are on top of the rocks, be- 
cause there is not enough soil to cover them. They 
will never grow big like those in good soil. We each 
brought back something we found. When we got in- 
to the school-room, we put our specimens in a long 
row over the blackboard, and under them Miss Shively 
wrote, " Tongues in trees, books in the running 
brooks, sermons in stones and good in everything." 

George Eckerstrom. 

If the field lesson does nothing but lead the children 
to see that there is always something to look for, it has 
accomplished much. The fact that a child has learned 
to observe is usually made manifest first by the quan- 
tity of things he will bring to his teacher, and what he 
can tell about them, then by his questions, and finally 
by what he reads. 

A truant is generally a great lover of nature, and he 
can often be won through field lessons by making him 
feel that he is a great help, and that his knowledge of 



82 FIELD LESSONS 

nature is worth much. He should be allowed to lead 
the way on these days, be sent out often for specimens, 
and be consulted regarding them. He may then con- 
clude to study these things in company with his 
schoolmates. 

Yes, the field lesson does pay. Is it Cowper who 



" So it is when the mind is endued 
With a well judging taste from above, 
Then whether embellished or rude, 
"lis nature alone that we love. 
The achievements of art may amuse, 
May even our wonder excite, 
But groves, hills, and valleys diffuse 
A lasting and sacred delight." 



IX 
PRACTICAL KINDERGARTEN TRAINING 

Near the banks of the broad Mississippi in what 
would, perhaps, be called the slums of Minneapolis, is 
situated one of its most interesting schools. The dis- 
trict include the Mississippi flats, better known as the 
Bohemian Flats, where not only the Bohemians but 
many other European nationalities are represented. 
This school is also situated between two excellent free 
kindergartens. 

Twice a year, in September and again in March, chil- 
dren from these kindergartens who have passed the 
age of six years, migrate in little flocks to the school I 
have mentioned. At the same time many others who 
have never attended either of the kindergartens, are 
also admitted. 

One September not long ago nearly one hundred 
children applied for admittance, and as such a large 
number necessitated opening two first primary rooms 
it was thought best to divide these children into 
groups; those who had been in kindergarten in one 
group, and those who had not in the other. Those 
who had not been in the kindergarten were put in 
charge of a teacher of long experience and one who 

(83) 



84 PRACTICAL KINDERGARTEN TRAINING 

had a name for getting excellent results from any 
material given her. It was meant to give them a fair 
chance. Those who came from the kindergartens 
were given to a teacher of little experience, but one 
who had great possibilities. 

It is not a calamity for a teacher to be young and in- 
experienced, provided she has an engaging manner, 
loves children, takes kindly to criticism, and is willing 
to work. As this young teacher possessed all these 
fine qualities, the kindergarten children were provided 
for. 

By the holidays the kindergarten children were de- 
cidedly ahead, and at the end of the year they were 
fully five months in advance of the others. They were 
naturally no brighter children, and came from families 
no more intelligent than the others. 

The progress of these two classes was made a careful 
study during the year, and these points noted : — 

First — The children coming from the kindergartens 
could understand and speak the English language. 
Many of the others knew few words, and it takes from 
one to three months to prepare such children to do, 
comprehensively, even the simplest of public school 
work ; for nothing is done comprehensively until some- 
thing of its ultimate use is understood. 

Second — They could march and sing (to hear them 
sing their little kindergarten morning songs was 



OBSERVED ADVANTAGES 85 

enough to make a woman resolve to work for these in- 
stitutions all the rest of her life), they could thread 
their own needles, prick their industrial cards and sew 
them neatly; in fact, they could use their hands so 
well that writing and drawing came very natural to 
them. They could also distinguish primary colors and 
make many creditable designs. 

These may seem trival things to any but the teacher 
of the beginners who knows the time spent in teaching 
them. 

Third— The children came to school feeling a genial 
good will toward their school work, toward the teacher, 
and toward each other. There was a bright, helpful, 
sociable spirit shown : almost too sociable it was some- 
times thought, but too much sociability is better than 
none; and they soon learned to reserve it until the 
proper time. Obedience was almost universal among 
them. A naughty child, to one who has been well- 
trained in a kindergarten, is a child to be pitied, 
never one to be imitated. 

Froebel says: "From his earliest age the child 
yields himself to justice and right with surprising tact, 
for we rarely see him avoiding them voluntarily." I 
would, rather say, the child yields himself, from his 
earliest age, to the influences about him. In all my ex- 
perience with kindergarten children, I can remember 
but one really naughty child. His conduct seemed to 



86 PRACTICAL KINDERGARTEN TRAINING 

have no bad influence upon the others; they simply 
regarded him with the utmost charity. This is one of 
the finest points in good kindergarten training. 

Fourth — Each child seemed to feel a responsibility 
for his own work. The minute he knew what his task 
was, he went to work. True, he often wished to know 
what those around him were doing, and occasionally 
his desire to help got the better of him; still his own 
work was uppermost in his mind. This was not all; 
when he had finished it his question was, " What shall 
I do next ? " Idleness and mischief are easily elimi- 
nated from such a room, and without the lecture sys- 
tem which is so distasteful to children. 

The matter of their looking at each other's work 
was, at first, thought a very bad fault. It was 
feared that the habit might develop into cheating. 
From an experienced kindergartener came these sug- 
gestive words: " The children are allowed to look at 
each other's work in the kindergarten ; they know no 
better. I think to have a certain time when each 
child might show his work to his neighbor, would be 
the best way to settle this difficulty." This plan was 
tried and it proved a success. 

Fifth — The kindergarten children were observing, 
and in the right direction. There are two kinds of 
observation, as there are two kinds of memory ; one is 
healthy and beneficial ; the other is worse than useless. 
Let me illustrate. 



OBSERVED ADVANTAGES 87 

Two boys entered late in the fall after the nature 
studies had been discontinued. They were both very 
observing, but one had been trained in a kindergar- 
ten to observe properly, and the other, like Topsy, 
" just came up." 

When spring came, to all who had learned to write 
sentences the teacher gave little note-books to which 
she tied pencils. In these note-books they were to 
record what they had observed in going to and from 
school and to show to her each day. Both came in one 
morning, beaming with pleasure, and holding tightly 
clasped in their hands their precious books. Little 
kindergarten had written: " I saw a robin redbreast. 
It hops. Why does it hop ? My teacher nose." In 
this will be found two germs of a scientist ; what I 
saw, and where I can find out about it. He had 
farther written: "I found a acron. It had busted 
open. The wet did it." The other little boy, pre- 
senting his book with as much pleasure, had this 
record : "I saw May Erickson. She had a red dress. ' ' 
Below was this explanatory note: " She is my girl." 
Sixth — The kindergarten children were imaginative ; 
not so the others. It is not necessary to dwell upon 
the value of this training in the best development of 
reading, language, nature study, and arithmetic. 

The back yard of the flat in which I live swarms every 
pleasant afternoon with children. They are all Amer- 



88 PRACTICAL KINDERGARTEN TRAINING 

ican children, and from my observation of their plays, 
I have come to the conclusion that the American child 
is naturally imaginative. He does not so much need 
this training, though I do not think it can injure him; 
but some of these little foreigners, notably the Bohe- 
mian, are almost devoid of imagination. His world 
consists of just what he can get through the senses ; he 
seems to have no mental sight. In his case the train- 
ing of the imagination is an absolute necessity. In the 
kindergarten he gets this through pictures, plays, 
songs, and stories. To those who come to the public 
school without this training it must be given, and the 
first primary room must adopt the kindergarten 
methods. 

It is a wonderful influence that the free kindergar- 
ten teacher exerts over the mothers, homes, and families 
through these little children. She is a home mission- 
ary, and she does much to make good citizens. This 
is the crowning point of free kindergarten work. 

A thoughtful, intelligent mother said to me a short 
time ago: " I know your love and admiration for the 
kindergarten is prompted by a wish to uplift the lives 
of the children and to give them ideals, but it has al- 
ways seemed to me that this early work belongs to the 
mothers, and that to put our children into the kinder- 
garten is destroying the sweet home spirit. ' ' 

Such a mother can train her own children, and she 



RELATION TO THE MOTHER'S CARE 89 

will do it better in many ways than it could possibly 
be done by the best kindergartener. 

Among the poor people many cares and bread-win- 
ning worries prevent the mothers from giving their 
children proper attention ; but the kindergarten is not 
more necessary in such cases than it is where the 
mothers are so occupied with dress and society as to 
be unwilling to devote time to their children, but 
leave these children the greater part of the time in the 
care of ignorant and often vicious servants. 

The question is not always, can the mothers train 
their children, but it often resolves itself into, will 
they do itf And these children must not be forgotten 
while this all important question is being answered. 



X 
A FEW SUGGESTIONS ABOUT DISCIPLINE 

There is much theory about the correct discipline, 
but comparatively few principles that are really valua- 
ble guides for us in our work. Perhaps this is because 
child study is as yet scientifically a new subject. We 
all herald it with true interest, even in its crude state. 

We can not say do this or do that in discipline and 
make it general, as children's natures are so different. 

Discipline covers order and character and character 
building. The former, though very important and a 
foundation for the latter in many ways, is on a much 
lower plane and does not require so much study. 
Order is that military part of discipline that enables 
us to carry on our work in the quickest and most sat- 
isfactory manner, and with the least amount of fric- 
tion. It is system in work, and it bears the same rela- 
tion to character-building that an act does to habit. 
Military discipline is all right, acts repeated form 
habits, but as soon as habits are formed, we must 
allow freedom. It is never well to cramp children. 
They should feel at home in the school-room. We 
must teach them to sit, rise, stand, walk, hold their 
heads properly, write in a correct position, and above 

(90) 



GENERAL CONSIDERATIONS 91 

all to obey promptly. Neither teachers nor pupils will 
ever have cause to regret having learned these things. 

The effect of the body over the mind has never been 
fully appreciated. When it is, many of the difficulties 
in discipline will be eliminated. Self-respect becomes 
a necessity to the boy or girl who stands and walks 
correctly, and self-respect is only possible where self 
is respectable. Honesty becomes a necessity to those 
who hold their heads properly and look into our eyes 
while speaking to us. While building up a figure 
that is strong and symmetrical, a good body training 
should help to build up men and women in every sense. 
A physical culture that does not do both has not ful- 
filled its mission. 

Another way to promote order is to come before the 
classes thoroughly prepared to teach them. ' If we 
know exactly how and what to do in every recitation, 
who knows it quicker than the children ? The teacher 
who is ill prepared is at their mercy. We have all 
realized this at some time ; perhaps it was when orga- 
nizing a new school. How the children watch the new 
teacher ! They are making mental records of his 
ability, and as he appears on that morning he is likely 
to appear for sometime, perhaps always. The teacher 
who knows what to do at all times is generally a suc- 
cess in the matter of good order; and to have good 
order generally means to be able to teach, though not 
always. 



92 A FEW SUGGESTIONS ABOUT DISCIPLINE 

We must bring ourselves into the school-room. We 
are all born with dual natures, one for home and our 
nearest friends, and one for strangers or mere acquaint- 
ances. Those who have read Dickens' " Great Expec- 
tations ", will remember Mr. Wemmick, who had his 
office character and his home character. At the office 
he advised Pip by no means to lend money to his 
friend who was in financial difficulty, but invited the 
boy to his home to spend the evening and there ad- 
vised the loan. Whatever we wish to appear we must 
be, and we must bring that character to school. Child- 
ren cannot be kept at arms length, but they must feel 
that we are their friends and advisers. 

A sweet, low, well modulated voice is a powerful 
factor in good discipline. It must never be allowed 
to become high-pitched or rasping and must never be 
raised when angry. Those who can not control them- 
selves must not expect to control others. 

There are four rules that have helped me and which 
I try always to keep. 

First Eule. — Never antagonize children. 

If a teacher is a tyrant, always contriving ways and 
means of abridging the freedom of her pupils, they 
will as surely retaliate by being dishonest, tricky eye- 
servants as any other human beings in bondage. 
" Don't do that" and " Stop that ", are expressions 
that are very hateful to children and should be ban- 



NEVER ANTAGONIZE CHILDREN 93 

ished from our vocabulary. If children obey these 
commands, it is only that they fear the consequences. 
Is this the ideal of obedience we wish to set before 
them ? It must be influence, not tyranny that governs 
our schools. Influence is gained by sympathy, and will 
always be in proportion to the intellectual sympathy. 

We can not make over the dishonest, lazy, vicious or 
mischievious child who has gained these habits through 
the several years of his life, in a few days. Much 
patience will be needed to reform him. " I can not 
be an angel all at once," said one such child to me 
when I harshly reproved him for falling back into his 
old habits, and it was a lesson to me. 

We must never let the children come to look upon 
us as police officers. A principal once told me that in 
the new building to which she was transferred, the 
order was outwardly excellent; every child moved in 
the same way at the same time while passing in and 
out through the hall or about the building. At the 
head and foot of each stairway a teacher was stationed 
on guard. When the line passed out at noon and at 
night each teacher led her line marching backward, 
military fashion, beating time though there was piano 
music. She watched this for about a week and dis- 
covered that these children were mere eye-servants, 
ready at any moment to disobey any and all rules. 
Honor seemed to be a thing unknown to many of them. 



94 A FEW SUGGESTIONS ABOUT DISCIPLINE 

They had been so thoroughly guarded that they felt 
themselves akin to criminals. At the end of the week 
she said to them: " I have always trusted my pupils to 
go in and out of the school-house and through the halls 
without being watched, and I do not believe you are 
so different from the other children I have known. I 
will try you one week, and if at the end of that time, 
I find you untrustworthy we will return to the old 
way." Their faces brightened at this news and they 
promised to watch themselves. Very little trouble 
was experienced and it is needless to say they never re- 
turned to the guard system. This illustrates military 
discipline carried too far and kept up too long. 

We all dread marble time. It always means tardi- 
ness, idleness, dirty hands and other bad habits. Is it 
best then to forbid marble playing, confiscate all mar- 
bles found, and lecture daily ? Nothing of the sort. 
Better have a little talk about marbles, how they are 
made, the material and when first used ; then say 
something like this: — " I have noticed two things 
about marble time ; it means tardiness, and if you will 
look at your hands and clothes, I think I need not tell 
you of the other thing that I have noticed. Tardiness 
we cannot make up. Time lost is lost forever. If you 
must leave the room to wash your hands, you lose 
precious time. What had better be done ? " I have 
tried this a great many times and it is no theory ; the 



NEVER ANTAGONIZE CHILDREN 95 

children will at once willingly agree to leave their mar- 
bles at home. Every one will be pleasant about it and 
each will think he is following his own good judgment. 

One day, not long ago, as I came to school, I noticed 
that our usually neat yard was literally strewn with 
papers. The boys were making what they called " pa- 
per snappers ". As fast as one was broken it was 
thrown down and another made to share the same fate. 
I was provoked, and my first impulse was to scold, for 
I learned to do this before I knew the better way, and 
the power of habit is strong; but instead, I asked the 
boys to show me one, to unford and refold it, to 
show me how they made it pop so loud and where they 
learned to make them. By this time there was quite 
a crowd gathered around me. Then I said, " Those 
are funny playthings, but they do not seem to improve 
the appearance of our yard, do they?" Without a 
word they commenced picking up the papers. When 
the yard was neat again I said, " Play with the papers 
all you wish, but keep the broken ones in your pockets, 
and when you pass into the room put them into the 
waste baskets." I had no more trouble and soon they 
disappeared entirely. 

We should always try to lead children into proper 
judgments, and drive them to duty only when all else 
fails. 

These are small things, of course, but our experi- 



96 A FEW SUGGESTIONS ABOUT DISCIPLINE 

ences are mostly made up of small things, and if we 
take care of the small things, the larger things will 
take care of themselves. 

Second Rule — If we must punish let it be retributive 
punishment. 

This is nature's way and it is the only way in which 
the child sees absolute justice. The untidy child 
should be required to clean his desk and the floor 
around it, if they have been soiled by his carelessness. 

A bright, but very quick-tempered little boy became 
so angry at being sent back to his room from the line 
one day that he threw his cap so forcibly at the teach- 
er's desk as to upset the inkstand and send the con- 
tents over the floor, desk, and chairs. He had been 
talked to a great deal about his lack of self-control, so 
his teacher simply said, "I am sorry Willie, but this 
must all be cleaned up nicely before you can go 
home." She provided water, soap, and sapolio and 
Willie worked faithfully one and one-half hours to re- 
pair damages. He made no objections, but cried most 
of the time truly repentant tears. 

The destructive child should be required to replace 
property damaged or destroyed, the idle child to make 
up for lost time ; the child who quarrels or calls names 
may lose his playtime until he has decided to be polite 
on the playground, the dishonest child should be made 
to feel that he has lost the confidence of his friends 



MAKE PUNISHMENTS RETRIBUTIVE 97 

and can not be trusted until he has proven himself 
trustworthy. He should, however, be watched closely 
and met half way. We can not always know the cause 
of dishonesty. 

I have known cases where it seemed a good thing 
for a child to feel that his conduct had the disap- 
proval of all his playmates as well as that of the 
teacher. I remember a boy who was rude, idle and 
disorderly in school, disturbing all around him. After 
many disturbances had been settled and all punishment 
seemed in vain, his teacher said to the school : ' ' Har- 
ry's conduct is a disgrace to this room. His parents 
send him here to learn, but instead he idles away his 
time and steals yours and mine. Something must be 
done. What shall it be ? " " Whip him," suggested 
one. "0, no, she replied, " I am not here to whip 
children, my business is to teach them." They then 
decided that it would be best to send him home and 
not allow him there again until he was ready to be 
gentlemanly and work with the rest. 

" Very well," said the teacher, " they do not seem 
to want you here, Harry; you may go home." The 
child left the room sobbing in the most heartbroken 
manner. " This punishment," she said, " made a 
deeper impression upon him than any amount of 
whipping could possibly have made, as he felt the jus- 
tice in it and knew that it was only a last resort." 



98 A FEW SUGGESTIONS ABOUT DISCIPLINE 

When he returned, promising to do right, the children 
were asked to decide the question of restoring him. 
They unanimously decided in his favor, and he was 
sent to his seat a subdued child. 

The most wonderful change I have ever seen wrought 
in a child was wrought by this method. We had one 
year in my school a very bad boy whose conduct was 
having an evil influence on his schoolmates. His 
principal delight seemed to be in trying to create an 
uproar anywhere, everywhere. At last I saw his father 
who said the next time Fred gave me trouble he would 
send the boy to the reform school. Not the first, sec- 
ond or third offence was reported ; Fred who knew how 
matters stood, tried for some time to keep within 
bounds, as he very much dreaded the ref orm'school ; 
but the final eruption came and his father decided to 
send him. After the boy had left the room I said to 
the children: " Fred's father has decided to send him 
to a reform school. While I do not consider you all to 
blame in this matter, I do feel that if he must go, 
you have helped to send him there. You have laughed 
when he did bad things, and watched him when he 
played in school and tried to annoy his teacher. If, 
instead you had kept at your work, and paid no atten- 
tion to him, and so made him understand that you did 
not think such things were either right or smart, he 



MAKE PUNISHMENTS RETRIBUTIVE 99 

would have been a better boy." They looked as 
though they were attending Fred's funeral. 

"Now," I asked, "do you wish to save him?" 
" Yes, yes," they eagerly answered. " If I bring him 
back what will you do ? " They promised neither to 
laugh at him, nor to watch him, but to ignore his bad 
actions until he should learn that he had no friends in 
such things. 

I told Fred's father what I had done and asked him 
to give Fred another chance. He was only too glad to 
do so. 

Soon Fred tried his old tricks, but all in vain; his 
followers were in better business. One look from the 
teacher effectually settled any one who seemed inclined 
to watch him. Fred, who was naturally very bright in 
his studies, became a model scholar, a little gentleman 
and the pride of his family. His expression entirely 
changed, and he was, when I last saw him, what one 
would call a fine looking-boy. The teachers at the 
mission Sunday school asked what we had done to him 
to change him thus. 

It is often better to give an obstinate child a choice 
between two things. " You may stay and do your 
work properly or be marked zero in your lesson," or 
" I will give you a quarter of an hour to do this prop- 
erly and if it is not done then I will see your parents." 
The child should feel that the decision rests entirely 



100 A FEW SUGGESTIONS ABOUT DISCIPLINE 

with him, and no anxiety should be shown about his 
choice. 

A wise teacher had a boy who was impudent to her. 
She asked him to remain after school. When they 
were alone she asked him what he thought a gentle- 
manly boy should do when he had been rude and im- 
polite. But he was sullen and would not answer. 
" Sit down and think about it," she said pleasantly. 
He still hung his head and remained obstinate, so she 
finally said, " Well; go home now, I am sorry you can- 
not think, but if you ever find out please tell me." In 
the morning he watched for her; he followed her up 
stairs; he came up to her desk and said, " I was mean 
yesterday Miss H. ; please 'scuse me." And he was 
'scused. 

Third Rule — Instead of moralizing or lecturing, use 
stories illustrating the truths you wish to impress 
upon the mind. 

The first true teacher on earth taught by parables. 

A boy will use a bat all day long and come home 
happy; but if he uses an ax with the same motion for 
an hour or two he is completely exhausted. Stories 
bear something the same relation to lectures that the 
bat does to the ax. 

I once knew a school to be cured of dishonest and 
tricky conduct, by reading to them the Lincoln stories 
by J. B. McClure. Nothing was said of the lessons or 



TEACH BY STORY, NOT BY LECTURE 101 

morals in these stories ; they were allowed to creep in- 
to the hearts of the children, and quietly but surely 
they did the work. " Poor Boys who became 
Famous," and " Girls who became Famous ", both 
by Sarah K. Bolton are valuable books for this work. 

Fourth Rule — (For principals.) Never let a child 
see that you do not approve of what his teacher has 
done. 

Private talks are all right, but the children must not 
lose confidence in their teacher. It surely means 
trouble for teacher and principal, and injury to the 
children. 

Fifth Rule — Study your pupils. 

There is good in every child and we should study 
until we find it ; then work along that line. It may be 
love for his mother, a fondness for pictures, or even so 
small a thing as pride in his dog. I think a truant is 
a truant because he loves nature better than he loves 
school. We are not troubled with winter truants. I 
have in school one boy who plays truant in the spring 
and early fall. He is a good scholar at any other 
time. He loves his teacher, and will do anything for 
her except to come to school when the whole realm of 
nature calls him in the opposite direction. 

Sometime ago on a spring morning when I went in- 
to his room I noticed that his seat had been changed 
from the back to the front of the room. This was an 



102 A FEW SUGGESTIONS ABOUT DISCIPLINE 

indication that he was getting troublesome. " Spring 
fever," I thought; "we must begin operations." I 
sat and watched him for a few minutes. I was right 
— he neither heard or saw anything that was going on 
in the room, and that " out in the woods " look was 
on his face. A plan came to me. " Children," I 
said " I must have some pussy willows this morning; 
do any of you know where I can get them ? ' ' Up 
went several hands, and my truant's first of all ; I felt 
sure he would know. " James," I said, " I will ex- 
cuse you for an hour if you will get me some." He 
needed no second invitation. Within an hour he re- 
turned with his hands full and looking proud and 
happy. I think we can keep James in school hereafter. 
Whenever he is restless and inattentive I think his 
teacher will say to the school something like this: " If 
you do your best this afternoon we will get out earlier 
and go to Riverside after flowers." Sympathy is the 
key that unlocks the heart ; it is the key to character. 
Teacher, study your troublesome pupil, sympathize 
with him, influence him, manage him, but never give 
him up. 



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